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[Congressional Bills 103th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1804 Engrossed Amendment House (EAH)]

103d CONGRESS
  2d Session
                               H. R. 1804

_______________________________________________________________________

                               AMENDMENT

TO

                            SENATE AMENDMENT
                In the House of Representatives, U. S.,

                                                     February 23, 1994.
      Resolved, That the House agree to the amendment of the Senate to 
the bill (H.R. 1804) entitled ``An Act to improve learning and teaching 
by providing a national framework for education reform; to promote the 
research, consensus building, and systemic changes needed to ensure 
equitable educational opportunities and high levels of educational 
achievement for all American students; to provide a framework for 
reauthorization of all Federal education programs; to promote the 
development and adoption of a voluntary national system of skill 
standards and certifications, and for other purposes'', with the 
following

                               AMENDMENT:

        In lieu of the matter inserted by said amendment, insert:

SECTION 1. TABLE OF CONTENTS.

    The table of contents for this Act is as follows:

                TITLE I--GOALS 2000: EDUCATE AMERICA ACT

Sec. 101. Purpose.

                    Part A--National Education Goals

Sec. 111. Purpose.
Sec. 112. National education goals.

     Part B--National Education Reform, Leadership, Standards, and 
                              Assessments

               subpart 1--national education goals panel
Sec. 121. Purpose.
Sec. 122. National Education Goals Panel.
Sec. 123. Duties.
Sec. 124. Powers of the Goals Panel.
Sec. 125. Administrative provisions.
Sec. 126. Director and staff; experts and consultants.
Sec.subpart 2--national education standards and improvement council
Sec. 131. Purpose.
Sec. 132. National Education Standards and Improvement Council.
Sec. 133. Duties.
Sec. 134. Annual reports.
Sec. 135. Powers of the Council.
Sec. 136. Publication for public comment.
Sec. 137. Administrative provisions.
Sec. 138. Director and staff; experts and consultants.
Sec. 139. Opportunity-to-learn development grant.
Sec. 140. Assessment development and evaluation grants.
Sec. 141. Evalusubpart 3--authorization of appropriations
Sec. 145. Authorization of appropriations.

         Part C--State and Local Education Systemic Improvement

Sec. 151. Congressional findings.
Sec. 152. Purpose.
Sec. 153. Authorization of appropriations.
Sec. 154. Allotment of funds.
Sec. 155. State applications.
Sec. 156. State improvement plans.
Sec. 157. Secretary's review of applications; payments.
Sec. 158. State use of funds.
Sec. 159. Subgrants for local reform and professional development.
Sec. 160. Availability of information and training.
Sec. 161. Waivers of statutory and regulatory requirements.
Sec. 162. Progress reports.
Sec. 163. National leadership.
Sec. 164. Assistance to the outlying areas and to the Secretary of the 
                            Interior.

                 Part D--National Skill Standards Board

Sec. 171. Purpose.
Sec. 172. Establishment of National Board.
Sec. 173. Functions of the National Board.
Sec. 174. Deadlines.
Sec. 175. Reports.
Sec. 176. Authorization of appropriations.
Sec. 177. Definitions.

                         Part E--Miscellaneous

Sec. 181. Definitions.
Sec. 182. Limitations.
Sec. 183. Assessment of educational progress activities.
Sec. 184. Compliance with Buy American Act.
Sec. 185. Sense of Congress; requirement regarding notice.
Sec. 186. Prohibition of contracts.

               Part F--Parental Information and Resources

Sec. 191. Parental information and resources
Sec. 192. Eligibility.
Sec. 193. Uses of funds.
Sec. 194. Technical assistance.
Sec. 195. Experimental centers.
Sec. 196. Reports.
Sec. 197. Authorization of appropriations.

    TITLE II--EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION 
                             EXCELLENCE ACT

Sec. 201. Findings.

Part A--General Provisions Regarding Office of Educational Research and 
                              Improvement

Sec. 211. General provisions.
Sec. 212. Assistant Secretary for Educational Research and Improvement.
Sec. 213. Savings provision.
Sec. 214. Existing grants and contracts.

   Part B--National Educational Research Policy and Priorities Board

Sec. 221. Establishment within Office of Educational Research and 
                            Improvement.

                  Part C--National Research Institutes

Sec. 231. Establishment within Office of Educational Research and 
                            Improvement.

            Part D--National Education Dissemination System

Sec. 241. Establishment within Office of Educational Research and 
                            Improvement.

                 Part E--National Library of Education

Sec. 251. Establishment within Office of Educational Research and 
                            Improvement.

                  TITLE III--SAFE SCHOOLS ACT OF 1994

Sec. 301. Safe schools program authorized.
Sec. 302. Eligible applicants.
Sec. 303. Applications and plans.
Sec. 304. Grants and use of funds.
Sec. 305. National leadership.
Sec. 306. Reports.
Sec. 307. Definitions.

                TITLE I--GOALS 2000: EDUCATE AMERICA ACT

SEC. 101. PURPOSE.

    The purpose of this Act is to provide a framework for meeting the 
National Education Goals established by title I of this Act by--
            (1) promoting coherent, nationwide, systemic education 
        reform;
            (2) improving the quality of learning and teaching in the 
        classroom and in the workplace;
            (3) defining appropriate and coherent Federal, State, and 
        local roles and responsibilities for education reform and 
        lifelong learning;
            (4) establishing valid, reliable, and fair mechanisms for--
                    (A) building a broad national consensus on American 
                education reform;
                    (B) assisting in the development and certification 
                of high-quality, internationally competitive content 
                and student performance standards;
                    (C) assisting in the development and certification 
                of opportunity-to-learn standards; and
                    (D) assisting in the development and certification 
                of high-quality assessment measures that reflect the 
                internationally competitive content and student 
                performance standards;
            (5) supporting new initiatives at the Federal, State, 
        local, and school levels to provide equal educational 
        opportunity for all students to meet high standards and to 
        succeed in the world of employment and civic participation;
            (6) providing a framework for the reauthorization of all 
        Federal education programs by--
                    (A) creating a vision of excellence and equity that 
                will guide all Federal education and related programs;
                    (B) providing for the establishment of high-
                quality, internationally competitive content and 
                student performance standards that all students will be 
                expected to achieve;
                    (C) providing for the establishment of high 
                quality, internationally competitive opportunity-to-
                learn standards that all States, local educational 
                agencies, and schools should achieve;
                    (D) encouraging and enabling all State educational 
                agencies and local educational agencies to develop 
                comprehensive improvement plans that will provide a 
                coherent framework for the implementation of 
                reauthorized Federal education and related programs in 
                an integrated fashion that effectively educates all 
                children enabling them to participate fully as workers, 
                parents, and citizens; and
                    (E) providing resources to help individual schools, 
                including those serving students with high needs, 
                develop and implement comprehensive improvement plans;
            (7) stimulating the development and adoption of a voluntary 
        national system of skill standards and certification to serve 
        as a cornerstone of the national strategy to enhance workforce 
        skills; and
            (8) assisting every elementary and secondary school that 
        receives funds under this Act to actively involve parents and 
        families in supporting the academic work of their children at 
        home and in providing parents with skills to advocate for their 
        children at school.

                    PART A--NATIONAL EDUCATION GOALS

SEC. 111. PURPOSE.

    The purpose of this title is to establish national education goals.

SEC. 112. NATIONAL EDUCATION GOALS.

    The Congress declares that the National Education Goals are the 
following:
            (1) School readiness.--(A) By the year 2000, all children 
        in America will start school ready to learn.
            (B) The objectives for this goal are that--
                    (i) all children will have access to high-quality 
                and developmentally appropriate preschool programs that 
                help prepare children for school;
                    (ii) every parent in America will be a child's 
                first teacher and devote time each day to helping his 
                or her preschool child learn, and parents will have 
                access to the training and support they need; and
                    (iii) all children will receive the nutrition and 
                health care needed to arrive at school with healthy 
                minds and bodies, and to maintain the mental alertness 
                necessary to be prepared to learn, and the number of 
                low-birthweight babies will be significantly reduced 
                through enhanced prenatal health systems.
            (2) School completion.--(A) By the year 2000, the high 
        school graduation rate will increase to at least 90 percent.
            (B) The objectives for this goal are that--
                    (i) the Nation must dramatically reduce its dropout 
                rate, and 75 percent of those students who do drop out 
                will successfully complete a high school degree or its 
                equivalent; and
                    (ii) the gap in high school graduation rates 
                between American students from minority backgrounds and 
                their non-minority counterparts will be eliminated.
            (3) Student achievement and citizenship.--(A) By the year 
        2000, all students will leave grades 4, 8, and 12 having 
        demonstrated competency over challenging subject matter 
        including English, mathematics, science, foreign languages, 
        civics and government, arts, history, and geography, and every 
        school in America will ensure that all students learn to use 
        their minds well, so they may be prepared for responsible 
        citizenship, further learning, and productive employment in our 
        modern economy.
            (B) The objectives for this goal are that--
                    (i) the academic performance of all students at the 
                elementary and secondary level will increase 
                significantly in every quartile, and the distribution 
                of minority students in each level will more closely 
                reflect the student population as a whole;
                    (ii) the percentage of all students who demonstrate 
                the ability to reason, solve problems, apply knowledge, 
                and write and communicate effectively will increase 
                substantially;
                    (iii) all students will be involved in activities 
                that promote and demonstrate good citizenship, 
                community service, and personal responsibility;
                    (iv) all students will have access to physical 
                education and health education to ensure they are 
                healthy and fit;
                    (v) the percentage of all students who are 
                competent in more than one language will substantially 
                increase; and
                    (vi) all students will be knowledgeable about the 
                diverse cultural heritage of this Nation and about the 
                world community.
            (4) Teacher education and professional development.--(A) By 
        the year 2000, the Nation's teaching force will have access to 
        programs for the continued improvement of their professional 
        skills and the opportunity to acquire the knowledge and skills 
        needed to instruct and prepare all American students for the 
        next century.
            (B) The objectives of this goal are that--
                    (i) every State will establish opportunity-to-learn 
                standards and create an integrated strategy to attract, 
                recruit, prepare, retrain, and support the continued 
                professional development of teachers, administrators, 
                and other educators, so that there is a highly talented 
                workforce of professional educators to teach 
                challenging standards;
                    (ii) subgrants for preservice teacher education and 
                professional development activity will be made to local 
                educational agencies, institutions of higher education, 
                private nonprofit organizations, or consortia of such 
                organizations, to support continuing, sustained, 
                professional development activities for all educators; 
                and
                    (iii) partnerships shall be established, whenever 
                possible, between local educational agencies, 
                institutions of higher education, local labor, 
                business, and professional associations to provide and 
                support programs for the professional development of 
                educators, particularly in the area of emerging new 
                technologies in education.
            (5) Mathematics and science.--(A) By the year 2000, United 
        States students will be first in the world in mathematics and 
        science achievement.
            (B) The objectives for this goal are that--
                    (i) math and science education, including the 
                metric system of measurement, will be strengthened 
                throughout the system, especially in the early grades;
                    (ii) the number of teachers with a substantive 
                background in mathematics and science, including the 
                metric system of measurement, will increase by 50 
                percent; and
                    (iii) the number of United States undergraduate and 
                graduate students, especially women and minorities, who 
                complete degrees in mathematics, science, and 
                engineering will increase significantly.
            (6) Adult literacy and lifelong learning.--(A) By the year 
        2000, every adult American will be literate and will possess 
        the knowledge and skills necessary to compete in a global 
        economy and exercise the rights and responsibilities of 
        citizenship.
            (B) The objectives for this goal are that--
                    (i) every major American business will be involved 
                in strengthening the connection between education and 
                work;
                    (ii) all workers will have the opportunity to 
                acquire the knowledge and skills, from basic to highly 
                technical, needed to adapt to emerging new 
                technologies, work methods, and markets through public 
                and private educational, vocational, technical, 
                workplace, or other programs;
                    (iii) the number of quality programs, including 
                those at libraries, that are designed to serve more 
                effectively the needs of the growing number of part-
                time and midcareer students will increase 
                substantially;
                    (iv) the proportion of those qualified students, 
                especially minorities, who enter college, who complete 
                at least two years, and who complete their degree 
                programs will increase substantially;
                    (v) the proportion of college graduates who 
                demonstrate an advanced ability to think critically, 
                communicate effectively, and solve problems will 
                increase substantially; and
                    (vi) schools, in implementing comprehensive parent 
                involvement programs, will offer more adult literacy, 
                parent training and life-long learning opportunities to 
                improve the ties between home and school, and enhance 
                parents' work and home lives.
            (7) Safe, disciplined, and drug-free schools.--(A) By the 
        year 2000, every school in America will be free of drugs and 
        violence and will offer a disciplined environment conducive to 
        learning.
            (B) The objectives for this goal are that--
                    (i) every school will implement a firm and fair 
                policy on use, possession, and distribution of drugs 
                and alcohol;
                    (ii) parents, businesses, and community 
                organizations will work together to ensure the rights 
                of students to study in a safe and secure environment 
                that is free of drugs and crime;
                    (iii) every school district will develop a 
                comprehensive K-12 drug and alcohol prevention 
                education program. Drug and alcohol curricula should be 
                taught as an integral part of health education. In 
                addition, community-based teams should be organized to 
                provide all students and teachers with needed support; 
                and
                    (iv) every school district will develop and 
                implement a policy to ensure that all schools are free 
                of weapons and violence.
            (8) School and home partnership.--(A) By the year 2000, 
        every school and home will engage in partnerships that will 
        increase parental involvement and participation in promoting 
        the social, emotional, and academic growth of children.
            (B) The objectives for this goal are that--
                    (i) every State will develop policies to assist 
                local schools and local educational agencies to 
                establish programs for increasing partnerships that 
                respond to the varying needs of parents and the home, 
                including parents of children who are disadvantaged, 
                bilingual, or disabled;
                    (ii) every school will actively engage parents and 
                families in a partnership which supports the academic 
                work of children at home and shared educational 
                decision making at school;
                    (iii) every home will be responsible for creating 
                an environment of respect for education and providing 
                the physical and emotional support needed for learning; 
                and
                    (iv) parents and families will help to ensure that 
                schools are adequately supported and will hold schools 
                and teachers to high standards of accountability.

     PART B--NATIONAL EDUCATION REFORM, LEADERSHIP, STANDARDS, AND 
                              ASSESSMENTS

               Subpart 1--National Education Goals Panel

SEC. 121. PURPOSE.

    It is the purpose of this part to establish a bipartisan mechanism 
for--
            (1) building a national consensus for education 
        improvement;
            (2) reporting on progress toward achieving the National 
        Education Goals; and
            (3) reviewing the voluntary national content and student 
        performance standards and opportunity-to-learn standards 
        certified by the National Education Standards and Improvement 
        Council, as well as the criteria for their certification, and 
        the criteria for the certification of State assessments by the 
        National Education Standards and Improvement Council with the 
        option of disapproving such standards and criteria not later 
        than 60 days after receipt from such Council.

SEC. 122. NATIONAL EDUCATION GOALS PANEL.

    (a) Establishment.--There is established in the executive branch a 
National Education Goals Panel (referred to in this Act as the ``Goals 
Panel'') to advise the President, the Secretary, and the Congress.
    (b) Composition.--The Goals Panel shall be composed of eighteen 
members (referred to in this part as ``members''), including--
            (1) two members appointed by the President;
            (2) eight members who are Governors, three of whom shall be 
        from the same political party as the President and five of whom 
        shall be of the opposite political party of the President, 
        appointed by the Chairperson and Vice Chairperson of the 
        National Governors' Association, with each appointing 
        representatives of his or her respective political party, in 
        consultation with each other;
            (3) four Members of Congress appointed as follows--
                    (A) one member appointed by the majority leader of 
                the Senate from among the Members of the Senate;
                    (B) one member appointed by the minority leader of 
                the Senate from among the Members of the Senate;
                    (C) one member appointed by the majority leader of 
                the House of Representatives from among the Members of 
                the House of Representatives; and
                    (D) one member appointed by the minority leader of 
                the House of Representatives from among the Members of 
                the House of Representatives; and
            (4) four members of State legislatures appointed by the 
        President of the National Conference of State Legislatures, of 
        whom not more than two may be of the same political party as 
        the President of the United States.
    (c) Special Appointment Rules.--(1) The members appointed pursuant 
to subsection (b)(2) shall be appointed as follows:
            (A) If the Chairperson of the National Governors' 
        Association is from the same political party as the President, 
        the Chairperson shall appoint three individuals and the Vice 
        Chairperson shall appoint five individuals.
            (B) If the Chairperson of the National Governors' 
        Association is from the opposite political party as the 
        President, the Chairperson shall appoint five individuals and 
        the Vice Chairperson shall appoint three individuals.
    (2) If the National Governors' Association has appointed a panel 
that meets the requirements of subsections (b) and (c), except for the 
requirements of subsection (b)(4), prior to the date of enactment of 
this title, then the members serving on such panel shall be deemed to 
be in compliance with subsections (b) and (c) and shall not be required 
to be reappointed pursuant to such subsections.
    (3) To the extent feasible, the membership of the Goals Panel shall 
be geographically representative and reflect the racial, ethnic, and 
gender diversity of the United States.
    (d) Terms.--The terms of service of members shall be as follows:
            (1) Members appointed under subsection (b)(1) shall serve 
        at the pleasure of the President.
            (2) Members appointed under subsection (b)(2) shall serve a 
        two-year term, except that the initial appointments under such 
        paragraph shall be made to ensure staggered terms with one-half 
        of such members' terms concluding every two years.
            (3) Members appointed under subsection (b) (3) and (4) 
        shall serve a term of two years.
    (e) Date of Appointment.--The initial members shall be appointed 
not later than sixty days after the date of enactment of this Act.
    (f) Initiation.--The Goals Panel may begin to carry out its duties 
under this part when ten members of the Goals Panel have been 
appointed.
    (g) Vacancies.--A vacancy on the Goals Panel shall not affect the 
powers of the Goals Panel, but shall be filled in the same manner as 
the original appointment.
    (h) Travel.--Each member may be allowed travel expenses, including 
per diem in lieu of subsistence, as authorized by section 5703 of title 
5, United States Code, for each day the member is engaged in the 
performance of duties away from the home or regular place of business 
of the member.
    (i) Chairperson.--From among the members, the President shall 
appoint the Chairperson who shall serve a one-year term and shall 
alternate between political parties.
    (j) Conflict of Interest.--A member of the Goals Panel who is an 
elected official of a State which has developed content, student 
performance, or opportunity-to-learn standards may not participate in 
Goals Panel consideration of such standards.
    (k) Ex Officio Member.--If the President has not appointed the 
Secretary of Education as 1 of the 2 members he appoints pursuant to 
subsection (b)(1), then the Secretary shall serve as a nonvoting ex 
officio member of the Goals Panel.

SEC. 123. DUTIES.

    (a) Duties.--The Goals Panel shall--
            (1) report to the President, the Secretary, and the 
        Congress regarding the progress the Nation and the States are 
        making toward achieving the National Education Goals 
        established under title I of this Act, including issuing an 
        annual report;
            (2) report on State opportunity-to-learn standards and the 
        progress of States in meeting such standards;
            (3) review, after taking into consideration the public 
        comments received pursuant to section 136, with the option of 
        disapproving by a two-thirds majority vote of the full 
        membership not later than 60 days after receipt of the--
                    (A) criteria developed by the National Education 
                Standards and Improvement Council for the certification 
                of content and student performance standards, 
                assessments, and opportunity-to-learn standards; and
                    (B) voluntary national content and student 
                performance standards and opportunity-to-learn 
                standards certified by the National Education Standards 
                and Improvement Council;
            (4) report on promising or effective actions being taken at 
        the national, State, and local levels, in the public and 
        private sectors, to achieve the National Education Goals; and
            (5) help build a nationwide, bipartisan consensus for the 
        reforms necessary to achieve the National Education Goals.
    (b) Report.--(1) The Goals Panel shall annually prepare and submit 
to the President, the Secretary, the appropriate committees of 
Congress, and the Governor of each State a report that shall--
            (A) report on the progress of the United States toward 
        achieving the National Education Goals;
            (B) identify actions that should be taken by Federal, 
        State, and local governments to enhance progress toward 
        achieving the National Education Goals and State opportunity-
        to-learn standards; and
            (C) report on State opportunity-to-learn standards and the 
        progress of States in meeting such standards.
    (2) Reports shall be presented in a form, and include data, that is 
understandable to parents and the general public.

SEC. 124. POWERS OF THE GOALS PANEL.

    (a) Hearings.--(1) The Goals Panel shall, for the purpose of 
carrying out this part, conduct such hearings, sit and act at such 
times and places, take such testimony, and receive such evidence, as 
the Goals Panel considers appropriate.
    (2) In carrying out this part, the Goals Panel shall conduct 
hearings to receive reports, views, and analyses of a broad spectrum of 
experts and the public on the establishment of voluntary national 
content and student performance standards, assessments, and 
opportunity-to-learn standards.
    (b) Information.--The Goals Panel may secure directly from any 
department or agency of the United States information necessary to 
enable the Goals Panel to carry out this part. Upon request of the 
Chairperson of the Goals Panel, the head of a department or agency 
shall furnish such information to the Goals Panel to the extent 
permitted by law.
    (c) Postal Services.--The Goals Panel may use the United States 
mail in the same manner and under the same conditions as other 
departments and agencies of the United States.
    (d) Use of Facilities.--The Goals Panel may, with consent, use the 
research, equipment, services, and facilities of any agency or 
instrumentality of the United States, or of any State or political 
subdivision thereof.
    (e) Administrative Arrangements and Support.--(1) The Secretary 
shall provide to the Goals Panel, on a reimbursable basis, such 
administrative support services as the Goals Panel may request.
    (2) The Secretary shall, to the extent appropriate, and on a 
reimbursable basis, make contracts and other arrangements that are 
requested by the Goals Panel to help it compile and analyze data or 
carry out other functions necessary to the performance of such 
responsibilities.

SEC. 125. ADMINISTRATIVE PROVISIONS.

    (a) Meetings.--The Goals Panel shall meet on a regular basis, as 
necessary, at the call of the Chairperson of the Goals Panel or a 
majority of its members.
    (b) Quorum.--A majority of the members shall constitute a quorum 
for the transaction of business.
    (c) Voting.--No individual may vote, or exercise any of the powers 
of a member, by proxy.
    (d) Public Access.--The Goals Panel shall ensure public access to 
its proceedings (other than proceedings, or portions of proceedings, 
relating to internal personnel and management matters) and make 
available to the public, at reasonable cost, transcripts of such 
proceedings.

SEC. 126. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

    (a) Director.--The Chairperson of the Goals Panel shall, without 
regard to the provisions of title 5, United States Code, relating to 
the appointment and compensation of officers or employees of the United 
States, appoint a Director to be paid at a rate not to exceed the rate 
of basic pay payable for level V of the Executive Schedule.
    (b) Appointment and Pay of Employees.--(1)(A) The Director may 
appoint not more than four additional employees to serve as staff to 
the Goals Panel without regard to the provisions of title 5, United 
States Code, governing appointments in the competitive service.
    (B) The employees appointed under paragraph (1)(A) may be paid 
without regard to the provisions of chapter 51 and subchapter III of 
chapter 53 of that title relating to classification and General 
Schedule pay rates, but shall not be paid a rate that exceeds the 
maximum rate of basic pay payable for GS-15 of the General Schedule.
    (2) The Director may appoint additional employees to serve as staff 
to the Goals Panel consistent with title 5, United States Code.
    (c) Experts and Consultants.--The Goals Panel may procure temporary 
and intermittent services of experts and consultants under section 
3109(b) of title 5, United States Code.
    (d) Staff of Federal Agencies.--Upon the request of the Goals 
Panel, the head of any department or agency of the United States may 
detail any of the personnel of such agency to the Goals Panel to assist 
the Goals Panel in its duties under this part.

SEC. 127. EARLY CHILDHOOD ASSESSMENT.

    (a) General.--(1) The Goals Panel shall support the work of its 
Resource and Technical Planning Groups on School Readiness (referred to 
in this section as the Groups) to improve the methods of assessing the 
readiness of children for school that would lead to alternatives to 
currently used norm-referenced early childhood assessments.
    (2) The Groups shall--
            (A) create clear guidelines regarding the nature, 
        functions, and uses of early childhood assessments, including a 
        model of school readiness that addresses a broad range of early 
        childhood developmental needs;
            (B) monitor and evaluate early childhood assessments, 
        including the ability of existing assessments to provide valid 
        information on the readiness of children for school; and
            (C) monitor and report on the long-term collection of data 
        on the status of young children to improve policy and practice, 
        including the need for new sources of data necessary to assess 
        the broad range of early childhood developmental needs.
    (b) Advice.--The Groups shall advise and assist the Congress, the 
Secretary, the Goals Panel, and others regarding how to improve the 
assessment of young children and how such assessments can improve 
services to children.
    (c) Report.--The Goals Panel shall provide reports on the work of 
the Groups to the Congress, the Secretary, and the public.

    Subpart 2--National Education Standards and Improvement Council

SEC. 131. PURPOSE.

    The purpose of this part is to establish a mechanism to--
            (1) certify and regularly review voluntary national content 
        and student performance standards that define what all students 
        should know and be able to do;
            (2) certify content and student performance standards 
        submitted by States on a voluntary basis, if such standards are 
        of equal or higher quality to the voluntary national content 
        and student performance standards certified by the National 
        Education Standards and Improvement Council;
            (3) certify and regularly review voluntary national 
        opportunity-to-learn standards that describe the conditions of 
        teaching and learning necessary for all students to have a fair 
        opportunity to achieve the knowledge and skills described in 
        the voluntary national content and student performance 
        standards certified by the National Education Standards and 
        Improvement Council;
            (4) certify opportunity-to-learn standards submitted by 
        States on a voluntary basis, if such standards are of equal or 
        higher quality as compared with the voluntary national 
        opportunity-to-learn standards; and
            (5) certify assessment systems submitted by States on a 
        voluntary basis, if such systems are aligned with State content 
        standards certified by the National Education Standards and 
        Improvement Council and if such systems are valid, reliable, 
        and consistent with relevant, nationally recognized, 
        professional and technical standards for assessment when used 
        for their intended purposes.

SEC. 132. NATIONAL EDUCATION STANDARDS AND IMPROVEMENT COUNCIL.

    (a) Establishment.--There is established in the executive branch a 
National Education Standards and Improvement Council (referred to in 
this title as the ``Council'').
    (b) Composition.--The Council shall be composed of twenty members 
(referred to in this part as ``members'') who shall be appointed as 
follows:
            (1) 8 members (2 from each of subparagraphs (A) through (D) 
        of subsection (c)(1)) shall be appointed by the President;
            (2) 4 members (1 from each of subparagraphs (A) through (D) 
        of subsection (c)(1)) shall be appointed by the Speaker of the 
        House of Representatives, in consultation with the majority and 
        minority leaders of the House;
            (3) 4 members (1 from each of subparagraphs (A) through (D) 
        of subsection (c)(1)) shall be appointed by the majority leader 
        of the Senate, in consultation with the minority leader of the 
        Senate; and
            (4) 4 members (1 from each of subparagraphs (A) through (D) 
        of subsection (c)(1)) shall be appointed by the National 
        Education Goals Panel.
    (c) Qualifications.--(1) The members of the Council shall include--
            (A) 5 professional educators, including elementary and 
        secondary classroom teachers, preschool educators and other 
        school-based professionals, local district or State 
        administrators, related service personnel, and other educators;
            (B) 5 representatives of business and industry, organized 
        labor, and postsecondary educational institutions, including at 
        least 1 representative of postsecondary educational 
        institutions, at least 1 representative of organized labor, and 
        at least 1 representative of business who is also a member of 
        the National Skill Standards Board;
            (C) 5 representatives of the public, including 
        representatives of advocacy, civil rights and disability 
        groups, parents, civic leaders, and local and State education 
        policymakers (including State, local, or tribal school boards); 
        and
            (D) 5 education experts, including experts in measurement 
        and assessment, curriculum, school finance and equity, and 
        school reform.
    (2) To the extent feasible, the membership of the Council shall be 
geographically representative of the United States and reflect the 
diversity of the United States with regard to race, ethnicity, gender, 
and disability characteristics.
    (3) One-third of the Council shall consist of individuals with 
expertise in the educational needs of children who are from low-income 
families, minority backgrounds, have limited-English proficiency, or 
have disabilities.
    (d) Terms.--(1) Members shall be appointed for 3-year terms, with 
no member serving more than 2 consecutive terms.
    (2) The Council shall establish by lot initial terms for 
individuals of one, two, or three years in order to establish a 
rotation in which one-third of the members are selected each year.
    (e) Date of Appointment.--The initial members shall be appointed 
not later than 120 days after the date of enactment of this Act.
    (f) Initiation.--The Council shall begin to carry out the duties of 
the Council under this part when all 20 members have been appointed.
    (g) Retention.--In order to retain an appointment to the Council, a 
member must attend at least two-thirds of the scheduled meetings of the 
Council in any given year.
    (h) Vacancy.--A vacancy on the Council shall not affect the powers 
of the Council, but shall be filled in the same manner as the original 
appointment.
    (i) Compensation.--Members of the Council who are not regular full-
time employees of the United States may, while attending meetings or 
hearings of the Council, be provided compensation at a rate fixed by 
the Secretary, but not exceeding the maximum rate of basic pay payable 
for GS-15 of the General Schedule.
    (j) Conflict of Interest.--(1) A member of the Council may not 
concurrently serve as a member of the Goals Panel.
    (2) Section 208 of title 18 of the United States Code shall apply 
to members of the Council except that, for the purposes of making 
written determinations under subsection (b)(1), the Government official 
responsible for the appointment of any member of the Council is deemed 
to be the Director of the Office of Government Ethics.
    (3) A member of the Council who resides in a State which has 
developed standards and assessments may not participate in Council 
consideration of such standards and assessments.
    (k) Travel.--Each member of the Council may be allowed travel 
expenses, including per diem in lieu of subsistence, as authorized by 
section 5703 of title 5, United States Code, for each day the member is 
engaged in the performance of duties away from the home or regular 
place of business of the member.
    (l) Officers.--The members of the Council shall select officers 
from among its members. The officers of the Council shall serve for 
one-year terms.

SEC. 133. DUTIES.

    (a) Voluntary National Content Standards.--(1) The Council shall--
            (A) identify areas in which voluntary national content 
        standards need to be developed;
            (B) certify voluntary national content and student 
        performance standards using the criteria developed under 
        paragraph (2)(A)(i), that define what all students should know 
        and be able to do;
            (C) forward such voluntary national content and student 
        performance standards to the Goals Panel for review, except 
        that the Goals Panel shall have the option of disapproving such 
        standards by a two-thirds majority vote of the full membership 
        not later than 60 days after receipt of such standards; and
            (D) develop a process for regularly reviewing any national 
        voluntary content, student performance, and opportunity-to-
        learn standards that have been certified.
    (2)(A) The Council shall--
            (i) identify and develop criteria to be used for certifying 
        the voluntary national content and student performance 
        standards; and
            (ii) before applying such criteria, forward them to the 
        Goals Panel for review, except that the Goals Panel shall have 
        the option of disapproving such criteria by a two-thirds 
        majority vote of the full membership not later than 60 days 
        after receipt of such criteria.
    (B) The criteria developed by the Council shall address--
            (i) the extent to which the proposed standards are 
        internationally competitive and comparable to the best in the 
        world;
            (ii) the extent to which the proposed content and student 
        performance standards reflect the best available knowledge 
        about how all students learn and about how the content area can 
        be most effectively taught;
            (iii) the extent to which the proposed content and student 
        performance standards have been developed through an open and 
        public process that provides for input and involvement of all 
        relevant parties, including teachers, related services 
        personnel, and other professional educators, employers and 
        postsecondary education institutions, curriculum and subject 
        matter specialists, parents, advocacy groups, and the public; 
        and
            (iv) other factors that the Council deems appropriate.
    (C) In developing the criteria, the Council shall work with 
entities that are developing, or have already developed, content and 
student performance standards, and any other entities that the Council 
deems appropriate, to identify appropriate certification criteria.
    (b) Voluntary State Content Standards.--The Council may certify 
content and student performance standards presented on a voluntary 
basis by States, using the criteria developed under subsection 
(a)(2)(A)(i), if such standards are of equal or higher quality to the 
voluntary national content and student performance standards certified 
by the Council.
    (c) Voluntary National Opportunity-to-Learn Standards.--(1) The 
Council shall certify exemplary, voluntary national opportunity-to-
learn standards that will establish a basis for providing all students 
a fair opportunity to achieve the knowledge and skills set out in the 
voluntary national content standards certified by the Council.
    (2) The voluntary national opportunity-to-learn standards certified 
by the Council shall address--
            (A) the quality and availability of curricula, 
        instructional materials, and technologies, including distance 
        learning, to all students;
            (B) the capability of teachers to provide high-quality 
        instruction to meet diverse learning needs in each content area 
        to all students;
            (C) the extent to which teachers, principals, and 
        administrators have ready and continuing access to professional 
        development, including the best knowledge about teaching, 
        learning, and school improvement;
            (D) the extent to which curriculum, instructional 
        practices, and assessments are aligned to content standards;
            (E) the extent to which school facilities provide a safe 
        and secure environment for learning and instruction and have 
        the requisite libraries, laboratories, and other resources 
        necessary to provide an opportunity to learn;
            (F) the extent to which schools utilize policies, 
        curricula, and instructional practices which ensure 
        nondiscrimination on the basis of gender; and
            (G) other factors that the Council deems appropriate to 
        ensure the students receive a fair opportunity to achieve the 
        knowledge and skills described in the voluntary content and 
        student performance standards certified by the Council.
    (3) In carrying out this subsection, the Council shall--
            (A) identify what countries with rigorous content standards 
        do to--
                    (i) provide their children with opportunities to 
                learn;
                    (ii) prepare their teachers; and
                    (iii) provide continuing professional development 
                opportunities for their teachers; and
            (B) develop criteria to be used for certifying the 
        voluntary national and State opportunity-to-learn standards 
        and, before applying such criteria, forward them to the Goals 
        Panel for review, except that the Goals Panel shall have the 
        option of disapproving such standards by a two-thirds majority 
        vote of the full membership not later than 60 days after 
        receipt of such criteria.
    (4) The Council shall assist in the development of the voluntary 
national opportunity-to-learn standards developed by the consortium 
under section 139 by--
            (A) making recommendations to the Secretary regarding 
        priorities and selection criteria for the award made under 
        section 139 and
            (B) coordinating with the consortium receiving an award 
        under section 139 to ensure that the opportunity-to-learn 
        standards the consortium develops are appropriate for the needs 
        of all students, are of high quality, and are consistent with 
        the criteria developed by the Council for the certification of 
        such standards.
    (5) The Council shall forward the voluntary national opportunity-
to-learn standards it certifies to the Goals Panel for review, except 
that the Goals Panel shall have the option of disapproving such 
standards by a two-thirds majority vote of the full membership not 
later than 60 days after receipt of such standards.
    (d) Voluntary State Opportunity-to-Learn Standards.--The Council 
may certify opportunity-to-learn standards submitted voluntarily by a 
State, using the criteria developed under subsection (c)(3)(B), if such 
standards are of equal or higher quality as compared to the voluntary 
national opportunity-to-learn standards.
    (e) General Provision Regarding Voluntary National Standards.--The 
Council may certify voluntary national content, student performance, 
and opportunity-to-learn standards if such standards are sufficiently 
general to be used by any State without restricting State and local 
control of curriculum and prerogatives regarding instructional methods 
to be employed.
    (f) Assessments.--(1)(A) The Council may certify an assessment 
system that is submitted voluntarily by a State, using the criteria 
developed under paragraph (2)(A), if such system is aligned with the 
State's content standards certified by the Council.
    (B) Assessment systems shall be certified by the Council for the 
purposes of--
            (i) informing students, parents, teachers, and related 
        services personnel about the progress of all students toward 
        the standards;
            (ii) improving classroom instruction and improving the 
        learning outcomes for all students;
            (iii) exemplifying for students, parents, and teachers the 
        kinds and levels of achievement that should be expected of all 
        students, including the identification of student performance 
        standards;
            (iv) measuring and motivating individual students, schools, 
        districts, States, and the Nation to improve educational 
        performance; and
            (v) assisting education policymakers in making decisions 
        about education programs.
    (C) The Council shall certify an assessment system only if--
            (i) the State has established or adopted opportunity-to-
        learn standards;
            (ii) such system will not be used to make decisions 
        regarding graduation, grade promotion, or retention of students 
        for a period of five years from the date of enactment of this 
        Act; and
            (iii) the State has submitted--
                    (I) a description of the purposes for which the 
                assessment system has been designed;
                    (II) the methodologies and process used to develop, 
                select, validate, and use such assessment systems;
                    (III) a copy of the test instrument and, as 
                appropriate, other measures that will make up the 
                system; and
                    (IV) evidence that the test or tests which are part 
                of the assessment system are valid, reliable measures 
                of their intended purposes, are aligned with the State 
                content standards, are capable of assessing the 
                progress of all students toward learning the material 
                in the State content standards, and are consistent with 
                relevant nationally recognized professional and 
                technical standards.
    (D) The Council shall, at the request of a State prior to 
developing an assessment system for a proposed use, review and provide 
guidance to such State on a proposed package of measures, including 
tests that would be included in such a system.
    (2)(A) The Council shall develop and, no sooner than three years or 
later than four years after the enactment of this Act, begin utilizing 
criteria for the certification of assessment systems for the purposes 
indicated in paragraph (1)(B). Before using such criteria, the Council 
shall forward the criteria to the Goals Panel for review, except that 
the Goals Panel shall have the option of disapproving such criteria by 
a two-thirds majority vote of the full membership not later than 60 
days after receipt of such criteria.
    (B) The certification criteria developed by the Council shall 
address the extent to which the assessment system--
            (i) is aligned with State content standards certified by 
        the Council; and
            (ii) is to be used for a purpose for which it is valid, 
        reliable, free of discrimination, and is consistent with 
        relevant, nationally recognized professional and technical 
        standards for assessment.
    (C) In determining appropriate certification criteria, the Council 
shall--
            (i) consider standards and criteria being developed by 
        other national organizations, research on assessment, and 
        emerging new State and local assessments;
            (ii) recommend needed research;
            (iii) encourage the development and field testing of 
        assessment systems; and
            (iv) provide a public forum for discussing, debating, and 
        building consensus for the criteria to be used for the 
        certification of assessment systems.
    (D) Prior to determining the certification criteria, the Council 
shall seek public comment regarding the proposed criteria.
    (E) The Council shall certify an assessment system only if such 
system includes all students.
    (g) Performance of Duties.--In carrying out its responsibilities 
under this title, the Council shall--
            (1) provide for a process of broad public input as part of 
        the process of developing criteria for standards and 
        assessments;
            (2) work with Federal and non-Federal agencies and 
        organizations which are conducting research, studies, or 
        demonstration projects to determine internationally competitive 
        standards and assessments, and may establish subject matter and 
        other panels to advise it on particular content, student 
        performance, and opportunity-to-learn standards and on 
        assessments;
            (3) establish cooperative arrangements with the National 
        Skill Standards Board to promote the coordination of the 
        development of content and student performance standards under 
        this title with the development of skill standards under title 
        IV of this Act;
            (4) recommend studies to the Secretary that are necessary 
        to carry out the Council's responsibilities;
            (5) inform the public about what constitutes high quality, 
        internationally competitive, content, student performance, and 
        opportunity-to-learn standards, and assessment systems;
            (6) on a regular basis, review and update criteria for 
        certifying content, student performance, and opportunity-to-
        learn standards, and assessment systems; and
            (7) periodically recertify, as appropriate, the voluntary 
        national content and student performance standards, and the 
        voluntary national opportunity-to-learn standards and the 
        assessments that it certifies under this section.
    (h) Unconditioned State Participation.--No State shall be required 
to obtain certification of standards or assessments developed under 
subsection (b), (d), or (f) of this section or to participate in 
programs under title III of this Act, as a condition of participating 
in any Federal education program under this or any other Act.

SEC. 134. ANNUAL REPORTS.

    Not later than one year after the date the Council concludes its 
first meeting, and in each succeeding year, the Council shall prepare 
and submit a report to the President, the Secretary, the appropriate 
committees of Congress, the Governor of each State, and the Goals Panel 
regarding its work.

SEC. 135. POWERS OF THE COUNCIL.

    (a) Hearings.--(1) The Council shall, for the purpose of carrying 
out its responsibilities, conduct such hearings, sit and act at such 
times and places, take such testimony, and receive such evidence, as 
the Council considers appropriate.
    (2) In carrying out this part, the Council shall conduct public 
hearings in different geographic areas of the United States, both urban 
and rural, to receive the reports, views, and analyses of a broad 
spectrum of experts and the public on the establishment of voluntary 
national content, student performance, and opportunity-to-learn 
standards, and assessment systems.
    (b) Information.--The Council may secure directly from any 
department or agency of the United States information necessary to 
enable the Council to carry out this part. Upon request of the 
Chairperson of the Council, the head of a department or agency shall 
furnish such information to the Council to the extent permitted by law.
    (c) Postal Services.--The Council may use the United States mail in 
the same manner and under the same conditions as other departments and 
agencies of the United States.
    (d) Use of Facilities.--The Council may, with their consent, use 
the research, equipment, services, and facilities of any agency or 
instrumentality of the United States, or of any State or political 
subdivision thereof.
    (e) Administrative Arrangements and Support.--(1) The Secretary 
shall provide to the Council, on a reimbursable basis, such 
administrative support services as the Council may request.
    (2) The Secretary shall, to the extent appropriate, and on a 
reimbursable basis, make contracts and other arrangements that are 
requested by the Council to help it compile and analyze data or carry 
out other functions necessary to the performance of its 
responsibilities.

SEC. 136. PUBLICATION FOR PUBLIC COMMENT.

    (a) Transmittal.--For the purpose of obtaining public comment 
through publication in the Federal Register, the Council shall transmit 
to the Secretary--
            (1) proposed criteria for certifying national and State 
        content and performance standards;
            (2) proposed criteria for certifying national and State 
        opportunity-to-learn standards;
            (3) proposed criteria for certifying State assessment 
        systems; and
            (4) proposed national content, performance, and 
        opportunity-to-learn standards.
    (b) Publication.--The Secretary shall publish such proposed 
procedures, standards, and criteria in the Federal Register.

SEC. 137. ADMINISTRATIVE PROVISIONS.

    (a) Meetings.--The Council shall meet on a regular basis, as 
necessary, at the call of the Chairperson of the Council, or a majority 
of its members.
    (b) Quorum.--A majority of the members shall constitute a quorum 
for the transaction of business.
    (c) Voting.--The Council shall take all action of the Council by a 
majority vote of the total membership of the Council, ensuring the 
right of the minority to issue written views. No individual may vote or 
exercise any of the powers of a member by proxy.
    (d) Public Access.--The Council shall ensure public access to its 
proceedings (other than proceedings, or portions of proceedings, 
relating to internal personnel and management matters) and make 
available to the public, at reasonable cost, transcripts of such 
proceedings.

SEC. 138. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

    (a) Director.--The Chairperson of the Council shall, without regard 
to the provisions of title 5, United States Code, relating to the 
appointment and compensation of officers or employees of the United 
States, appoint a Director to be paid at a rate not to exceed the rate 
of basic pay payable for level V of the Executive Schedule.
    (b) Appointment and Pay of Employees.--(1)(A) The Director may 
appoint not more than four additional employees to serve as staff to 
the Council without regard to the provisions of title 5, United States 
Code, governing appointments in the competitive service.
    (B) The employees appointed under subparagraph (A) may be paid 
without regard to the provisions of chapter 51 and subchapter III of 
chapter 53 of that title relating to classification and General 
Schedule pay rates, but shall not be paid a rate that exceeds the 
maximum rate of basic pay payable for GS-15 of the General Schedule.
    (2) The Director may appoint additional employees to serve as staff 
of the Council consistent with title 5, United States Code.
    (c) Experts and Consultants.--The Council may procure temporary and 
intermittent services under section 3019(b) of title 5, United States 
Code.
    (d) Staff of Federal Agencies.--Upon the request of the Council, 
the head of any department or agency of the United States may detail 
any of the personnel of such department or agency to the Council to 
assist the Council in its duties under this part.

SEC. 139. OPPORTUNITY-TO-LEARN DEVELOPMENT GRANT.

    (a) Opportunity-to-Learn Development Grant.--(1) The Secretary is 
authorized to make a grant, on a competitive basis, to a consortium of 
individuals and organizations to develop voluntary national 
opportunity-to-learn standards consistent with the provisions of 
section 123(c).
    (2) To the extent possible, such consortium shall include the 
participation of--
            (A) State-level policymakers, such as Governors, State 
        legislators, chief State school officers, and State school 
        board members;
            (B) local policymakers and administrators, such as local 
        school board members, superintendents, and principals;
            (C) teachers (especially teachers involved in the 
        development of content standards);
            (D) parents and individuals with experience in promoting 
        parental involvement in education;
            (E) representatives of business;
            (F) experts in vocational-technical education;
            (G) representatives of regional accrediting associations;
            (H) individuals with expertise in school finance and 
        equity, the education of at-risk students, and the preparation 
        and training of teachers and school administrators;
            (I) curriculum and school reform experts;
            (J) student and civil rights advocacy groups;
            (K) representatives of higher education; and
            (L) secondary school students.
    (3) In developing voluntary national opportunity-to-learn 
standards, such consortium shall--
            (A) draw upon current research about student achievement 
        and the necessary conditions for effective teaching and 
        learning; and
            (B) provide for the development of several consecutive 
        drafts of standards which incorporate the comments and 
        recommendations of educators and other knowledgeable 
        individuals across the Nation.
    (4) One-third of the consortium shall consist of individuals with 
expertise in the educational needs and assessment of children who are 
from low-income families, minority backgrounds, have limited-English 
proficiency, or have disabilities.
    (5) The membership of the consortium shall be geographically 
representative and reflect the racial, ethnic, and gender diversity of 
the United States.
    (b) Applications.--(1) Any consortium that desires to receive a 
grant under this subsection shall submit an application to the 
Secretary at such time, in such manner, and containing such information 
and assurances as the Secretary may require.
    (2) In awarding such grant, the Secretary shall give priority to 
applications from consortia which involve individuals and organizations 
with the greatest diversity of perspectives and points of view.
    (3) In establishing additional priorities and selection criteria 
for such grant, the Secretary shall give serious consideration to the 
recommendations made by the Council pursuant to section 123(c)(4)(A).
    (c) Report.--After the development of the voluntary national 
opportunity-to-learn standards, the consortium funded under this 
section shall submit a report to the Secretary which discusses the 
background, important issues, and rationale regarding such standards.

SEC. 140. ASSESSMENT DEVELOPMENT AND EVALUATION GRANTS.

    (a) General.--(1) The Secretary is authorized to make grants to 
States and local educational agencies or consortia of such agencies to 
help defray the cost of developing, field testing, and evaluating 
assessment systems, to be used for some or all of the purposes 
indicated in section 123(f)(1)(B), that are aligned to State content 
standards certified by the Council.
    (2) The Secretary shall reserve a portion of the funds authorized 
under section 141(d) for grants to State educational agencies and local 
educational agencies for purposes of developing such assessments in 
languages other than English.
    (b) Applications.--A State, local educational agency, or consortium 
of such agencies that desires to receive a grant under subsection 
(a)(1) shall submit an application to the Secretary at such time, in 
such manner, and containing such information and assurances as the 
Secretary may require.
    (c) Requirements.--(1) A recipient of a grant under this section 
shall--
            (A) examine the validity and reliability of an assessment 
        system for the particular purposes for which such assessment 
        system was developed;
            (B) ensure that an assessment system is consistent with 
        relevant, nationally recognized professional and technical 
        standards for assessments; and
            (C) devote special attention to how an assessment system, 
        treats all students, especially with regard to the race, 
        gender, ethnicity, disability, and language proficiency.
    (2) An assessment system developed and evaluated with funds under 
this section may not be used for decisions about individual students 
relating to program placement, promotion, or retention, graduation, or 
employment for a period of five years from the date of enactment of 
this Act.

SEC. 141. EVALUATION.

    (a) Grant.--From funds reserved under section 154(a)(2), the 
Secretary annually shall make a grant, in an amount not to exceed 
$500,000, to the Commission on Behavioral and Social Sciences and 
Education of the National Academy of Sciences or to the National 
Academy of Education to--
            (1) evaluate--
                    (A) the technical quality of the work performed by 
                the Goals Panel and the Council;
                    (B) the process the Council uses to develop 
                criteria for certification of standards and 
                assessments;
                    (C) the process the Council uses to certify 
                voluntary national standards as well as standards and 
                assessments voluntarily submitted by States; and
                    (D) the process the Goals Panel uses to approve 
                certification criteria and voluntary national 
                standards;
            (2) periodically provide to the Goals Panel and the 
        Council, as appropriate, information from the evaluation under 
        paragraph (1); and
            (3) report on the activities authorized under sections 139 
        and 140.
    (b) Report.--The grant recipient shall periodically report to the 
Congress, the Secretary, and the public regarding findings and shall 
make a final report not later than January 1, 1998.

               Subpart 3--Authorization of Appropriations

SEC. 145. AUTHORIZATION OF APPROPRIATIONS.

    (a) National Education Goals Panel.--There are authorized to be 
appropriated $3,000,000 for fiscal year 1994 and such sums as may be 
necessary for each of the four succeeding fiscal years to carry out 
part A of this title.
    (b) National Education Standards and Improvement Council.--There 
are authorized to be appropriated $3,000,000 for fiscal year 1994 and 
such sums as may be necessary for each of the fiscal years 1995 through 
1998 to carry out part B of this title.
    (c) Opportunity-to-Learn Development Grant.--There are authorized 
to be appropriated $3,000,000 for fiscal year 1994 and such sums as may 
be necessary for fiscal year 1995 to carry out the Opportunity-to-Learn 
Development Grant Program established under section 139 of this title.
    (d) Assessment Development and Evaluation Grants.--There are 
authorized to be appropriated $5,000,000 for fiscal year 1994 and such 
sums as may be necessary for each of the fiscal years 1995 through 1998 
to carry out the Assessment Development and Evaluation Grants Program 
established under section 140 of this title.

         PART C--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

SEC. 151. CONGRESSIONAL FINDINGS.

    The Congress finds that--
            (1) all students can learn and achieve high standards and 
        must realize their potential if the United States is to 
        prosper;
            (2) the reforms in education of the last 15 years have 
        achieved some good results, but these efforts often have been 
        limited to a few schools or to a single part of the educational 
        system;
            (3) leadership must come both from teachers, related 
        services personnel, principals, and parents in individual 
        schools and from policymakers at the local, State, tribal, and 
        national levels, in order for lasting improvements in student 
        performance to occur;
            (4) simultaneous top-down and bottom-up education reform is 
        necessary to spur creative and innovative approaches by 
        individual schools to help all students achieve internationally 
        competitive standards;
            (5) strategies must be developed by communities and States 
        to support the revitalization of all local public schools by 
        fundamentally changing the entire system of public education 
        through comprehensive, coherent, and coordinated improvement in 
        order to increase student learning;
            (6) parents, teachers, and other local educators, and 
        business, community, and tribal leaders must be involved in 
        developing systemwide improvement strategies that reflect the 
        needs of their individual communities;
            (7) State and local education improvement efforts must 
        incorporate strategies for providing all students and families 
        with coordinated access to appropriate social services, health 
        care, nutrition, and child care to remove preventable barriers 
        to learning and enhance school readiness for all students;
            (8) States and local educational agencies, working 
        together, must immediately set about developing and 
        implementing such systemwide improvement strategies if the 
        Nation is to educate all children to meet their full potential 
        and achieve the National Education Goals listed in title I of 
        this Act;
            (9) State and local systemic improvement strategies must 
        provide all students with effective mechanisms and appropriate 
        paths to the workforce as well as to higher education;
            (10) business should be encouraged to enter into 
        partnerships with schools, provide information and guidance to 
        schools on the needs of area business for properly educated 
        graduates in general and on the need for particular workplace 
        skills, that the schools may provide necessary material and 
        support, and continue the lifelong learning process throughout 
        the employment years of an individual, and schools should 
        provide information to business regarding how the business 
        community can assist schools in meeting the goals of this Act;
            (11) institutions of higher education should be encouraged 
        to enter into partnerships with schools to provide information 
        and guidance to schools on the skills and knowledge graduates 
        need in order to enter and successfully complete postsecondary 
        education, and schools should provide information and guidance 
        to institutions of higher education on the skills, knowledge, 
        and preservice training teachers need, and the types of 
        professional development educators need in order to meet the 
        goals of this Act;
            (12) the appropriate and innovative use of technology, 
        including distance learning, can be very effective in helping 
        to bring all students the opportunity to learn and meet high 
        standards; and
            (13) Federal funds should be targeted to support local and 
        State initiatives, and to leverage State and local resources 
        for designing and implementing system-wide improvement plans.

SEC. 152. PURPOSE.

    The purpose of this title is to improve the quality of education 
for all students by improving student learning through a long-term, 
broad-based effort to promote coherent and coordinated improvements in 
the system of education throughout the Nation at the local and State 
levels. This title provides new authorities and funding for the 
Nation's school systems without replacing or reducing funding for 
existing Federal education programs. It is the intention of the 
Congress that no State or local educational agency will reduce its 
funding for education or for education reform on account of receiving 
any funds under this title.

SEC. 153. AUTHORIZATION OF APPROPRIATIONS.

    For the purpose of carrying out this title, there are authorized to 
be appropriated $393,000,000 for the fiscal year 1994, and such sums as 
may be necessary for each of the fiscal years 1995 through 1998.

SEC. 154. ALLOTMENT OF FUNDS.

    (a) Reservations of Funds.--From funds appropriated under section 
153, the Secretary--
            (1) shall reserve a total of one percent to provide 
        assistance, in amounts determined by the Secretary--
                    (A) to the outlying areas; and
                    (B) to the Secretary of the Interior to benefit 
                Indian students in schools operated or funded by the 
                Bureau of Indian Affairs (referred to in this Act as 
                the ``Bureau''); and
            (2) may reserve a total of up to 6 percent for--
                    (A) national leadership activities under section 
                163;
                    (B) the costs of peer review of State improvement 
                plans and applications under this title; and
                    (C) evaluation activities under section 141.
    (b) State Allotments.--The Secretary shall allot the remaining 
amount appropriated under section 153 for each fiscal year to the 
States (which for the purposes of this subsection does not include the 
outlying areas) as follows:
            (1) 50 percent of such remaining amount shall be allocated 
        in accordance with the relative amounts such State received 
        under chapter 1 of title I of the Elementary and Secondary 
        Education Act of 1965 for the preceding fiscal year.
            (2) 50 percent of such remaining amount shall be allocated 
        in accordance with the relative amounts each such State 
        received under part A of chapter 2 of title I of the Elementary 
        and Secondary Education Act of 1965 for the preceding fiscal 
        year.
    (c) Reallotments.--If the Secretary determines that any amount of a 
State's allotment for any fiscal year under subsection (b) will not be 
needed for such fiscal year by the State, the Secretary shall reallot 
such amount to other States that need additional funds, in such manner 
as the Secretary determines is appropriate.

SEC. 155. STATE APPLICATIONS.

    (a) General.--(1) If a State desires to receive a grant under this 
title, the State educational agency shall submit an application to the 
Secretary at such time and in such manner as the Secretary may 
determine.
    (2) In addition to the information described in subsections (b) and 
(c), each such application shall include--
            (A) an assurance that the State educational agency will 
        cooperate with the Secretary in carrying out the Secretary's 
        responsibilities under section 162, and will comply with 
        reasonable requests of the Secretary for data related to the 
        State's progress in developing and implementing its State 
        improvement plan under this title;
            (B) an assurance that State law provides adequate authority 
        to carry out each component of the State's improvement plan 
        developed, or to be developed under section 156, or that such 
        authority will be sought;
            (C) an assurance that the standards developed for student 
        achievement are not less rigorous than student achievement 
        standards used prior to the date of enactment of this Act;
            (D) an assurance that the State will provide for broad 
        public participation in the planning process; and
            (E) such other assurances and information as the Secretary 
        may require.
    (b) First Year.--A State's application for the first year of 
assistance under this title shall--
            (1) describe the process by which the State will develop a 
        school improvement plan that meets the requirements of section 
        156; and
            (2) describe how the State educational agency will use 
        funds received under this title for such year, including how 
        the State educational agency will make subgrants to local 
        educational agencies and for teacher training.
    (c) Subsequent Years.--A State's second application under this 
title shall--
            (1) cover the second through fifth years of its 
        participation;
            (2) include a copy of the State's improvement plan that 
        meets the requirements of section 156 or, if the State plan is 
        not complete, a statement of the steps it will take to complete 
        the plan and a schedule for doing so; and
            (3) include an explanation of how the State will use funds 
        received under this title, including how it will make subgrants 
        to local educational agencies and for teacher training under 
        section 159(b)(1).

SEC. 156. STATE IMPROVEMENT PLANS.

    (a) Basic Scope of Plan.--Any State educational agency that wishes 
to receive a grant under this title after its first year of 
participation shall develop and implement a plan for the fundamental 
restructuring and improvement of elementary and secondary education in 
the State. This plan must address--
            (1) in accordance with subsection (c), the establishment or 
        adoption of challenging content and student performance 
        standards for all students and the use of curricula, 
        instructional practices, assessments, technology, parental 
        involvement programs, and professional preparation and 
        development approaches appropriate to help all students reach 
        such standards;
            (2) in accordance with subsection (d), the establishment or 
        adoption of opportunity-to-learn standards that will define the 
        conditions of teaching and learning that provide all students 
        the opportunity to meet the challenging content and student 
        performance standards;
            (3) in accordance with subsection (e), needed changes in 
        the governance and management of the education system in order 
        to effectively focus schools on, and assist them in, preparing 
        all students to meet the challenging State standards;
            (4) in accordance with subsection (f), comprehensive 
        strategies to involve communities, including parents, 
        businesses, libraries, institutions of higher education, 
        employment and training agencies, health and human service 
        agencies, advocacy groups, cultural institutions, and other 
        public and private agencies that provide social services, 
        health care, child care, early childhood education, and 
        nutrition to students, in helping all students meet the 
        challenging State standards;
            (5) in accordance with subsection (g), strategies for 
        ensuring that all local educational agencies and schools within 
        the State are involved in developing and implementing needed 
        improvements within a specified period of time;
            (6) in accordance with subsection (h), strategies for 
        ensuring that comprehensive, systemic reform is promoted from 
        the bottom up in communities, local educational agencies, and 
        schools; and
            (7) the needs of the children, ages 5 through 18, who are 
        out of school and the extent to which such children can be 
        brought back into the education system and meet the standards 
        set forth in this Act.
    (b) Plan Development.--(1) A State improvement plan under this 
title must be developed by a broad-based panel (referred to in this 
title as the ``panel'') in cooperation with the State educational 
agency and the Governor. The panel shall include--
            (A) the Governor and the chief State school officer, or 
        their designees;
            (B) the chairman of the State board of education and the 
        chairmen of the appropriate authorizing committees of the State 
        legislature, or their designees;
            (C) teachers, principals, and administrators who have 
        successfully improved student performance and deans of colleges 
        of education;
            (D) representatives of teacher organizations, parents, 
        institutions of higher education, business and labor leaders, 
        community-based organizations, Indian tribes, local boards of 
        education, State and local officials responsible for health, 
        social services, and other related services, and others, as 
        appropriate;
            (E) representatives from rural and urban local educational 
        agencies in the State; and
            (F) experts in educational measurement and assessment.
    (2) The Governor and the chief State school officer shall each 
appoint half the members of the State panel. The full panel shall 
establish the procedures regarding the operation of the panel, 
including the designation of the panel chairperson.
    (3) To the extent feasible, the membership of the panel shall be 
geographically representative of the State and reflect the diversity of 
the population of the State with regard to race, ethnicity, gender, and 
disability characteristics.
    (4) One-third of the panel members shall be individuals with 
expertise in the educational needs and assessments of children who are 
from low-income families, minority group backgrounds, have limited-
English proficiency, or have disabilities.
    (5) The panel shall consult the Governor, the chief State school 
officer, the State board of education, and relevant committees of the 
State legislature in developing the plan.
    (6) The panel shall be responsible for conducting a statewide, 
grassroots outreach process, including conducting public hearings, to 
involve educators, related services personnel, parents, secondary 
school students, local officials, private nonprofit elementary and 
secondary schools, community and business leaders, Indian tribes, 
citizens, children's advocates, and others with a stake in the success 
of students and their education system, and who are representative of 
the diversity of the State and its student population, in the 
development of the State plan and in a continuing dialog regarding the 
need for and nature of challenging standards for all students and local 
and State responsibilities for helping all students achieve them.
    (7) The panel shall develop a continuing process for interacting 
with local educational agencies and individual schools engaged in 
systemic reform, especially including local educational agencies and 
schools which receive subgrants under section 159 of this Act, to 
ensure that the development and implementation of the State plan 
reflects their needs and experiences.
    (8) The panel shall develop a State plan, provide opportunity for 
public comment, and submit the State plan to the State educational 
agency for approval.
    (9) The State educational agency shall submit the original State 
improvement plan developed by the panel and the State improvement plan 
if modified by such agency, together with an explanation of any changes 
made by such agency to the plan developed by the panel, to the 
Secretary for approval.
    (10) If any portion of the State plan addresses matters that, under 
State or other applicable law, are not under the authority of the State 
educational agency, the State educational agency shall obtain the 
approval of, or changes to, such portion, with an explanation from the 
Governor or other official responsible for that portion before 
submitting the plan to the Secretary.
    (11) After approval of the State plan by the Secretary, the panel, 
in close consultation with teachers, principals, administrators, school 
boards, advocacy groups, advocates of children with disabilities and 
parents in local educational agencies and schools receiving funds under 
this title, shall monitor the implementation and effectiveness of the 
State plan to determine if revisions are appropriate, and shall 
periodically report its findings to the public.
    (c) Teaching, Learning, Standards, and Assessments.--Each State 
plan shall establish strategies and a timetable for improving teaching 
and learning, including--
            (1) a process for developing or adopting challenging 
        content and student performance standards for all students 
        which includes coordinating the standards developed pursuant to 
        section 115 of the Carl D. Perkins Vocational and Applied 
        Technology Education Act of 1990;
            (2) a process for providing assistance and support to local 
        educational agencies and schools to give them the capacity and 
        responsibility to provide all students the opportunity to 
        increase education achievement and meet challenging State 
        content and student performance standards;
            (3) assessing the effectiveness and equity of the school 
        finance program of the State to identify disparities in the 
        resources available to each local educational agency and school 
        in such State and how such disparities affect the ability of 
        the State educational agency and local educational agencies to 
        develop and implement plans under this title;
            (4) a process for developing, adopting, or recommending 
        instructional materials, including gender equitable and 
        multicultural materials, and technology to support and assist 
        local educational agencies and schools to provide all students 
        the opportunity to meet the challenging State content and 
        student performance standards;
            (5) a process for developing and implementing a valid and 
        nondiscriminatory assessment system or set of locally-based 
        assessment systems which are consistent with relevant, 
        nationally recognized, professional and technical standards for 
        assessment, and are capable of providing coherent information 
        about student attainments relative to the State content 
        standards;
            (6) a process for monitoring the implementation of such 
        system or systems and the impact on improved instruction for 
        all students;
            (7) a process for improving the State's system of teacher 
        and school administrator preparation, licensure, and continuing 
        professional development so that all teachers, related services 
        personnel, and administrators develop the subject matter and 
        pedagogical expertise needed to prepare all students to meet 
        the challenging standards under paragraph (1);
            (8) a process for providing appropriate and effective 
        professional development, including the use of technology, 
        distance learning, and gender-equitable methods, necessary for 
        teachers, school administrators, and others to help all 
        students meet the challenging standards under paragraph (1); 
        and
            (9) a process to ensure widespread participation of 
        classroom teachers in developing the portions of the plan 
        described in this subsection.
    (d) Opportunity-to-Learn Standards.--Each State plan shall 
establish a strategy and timetable for--
            (1) adopting or establishing opportunity-to-learn standards 
        that are consistent with the challenging content and student 
        performance standards that have been adopted or established;
            (2) ensuring that every school in the State is making 
        demonstrable progress toward meeting the State's opportunity-
        to-learn standards;
            (3) ensuring that the State's opportunity-to-learn 
        standards address the need of all students;
            (4) providing for periodic assessments of the extent to 
        which opportunity-to-learn standards are being met throughout 
        the State; and
            (5) periodically reporting to the public on the extent of 
        the State's improvement in achieving such standards and 
        providing all students with a fair opportunity to achieve the 
        knowledge and skill levels that meet the State's content and 
        student performance standards.
    (e) Governance and Management.--Each State plan shall establish 
strategies for improved governance and management of its education 
system, such as--
            (1) aligning responsibility, authority, and accountability 
        throughout the education system, so that decisions regarding 
        content and student performance standards are coordinated and 
        decisions regarding the means for achieving such standards are 
        made closest to the learners;
            (2) creating an integrated and coherent approach to 
        attracting, recruiting, preparing and licensing, appraising, 
        rewarding, retaining, and supporting the continued professional 
        development of teachers (including vocational teachers), 
        administrators, and other educators, including bilingual 
        educators and special education providers, so that there is a 
        highly talented workforce of professional educators capable of 
        preparing all students to reach challenging standards, with 
        special attention to the recruitment, training, and retention 
        of qualified minorities into the education profession within 
        the State to ensure that the profession reflects the racial and 
        ethnic diversity of the student population;
            (3) providing incentives for high performance, such as--
                    (A) working with employers and institutions of 
                higher education to devise strategies to reward student 
                achievement;
                    (B) incentives for classroom teachers, principals, 
                and other professional educators to participate in 
                professional development activities; and
                    (C) school-based incentives for schools and local 
                educational agencies to improve student performance;
            (4) increasing the proportion of State and local funds 
        allocated to direct instructional purposes; and
            (5) increasing flexibility for local educational agencies 
        and schools by, for example--
                    (A) waiving State regulations and other 
                requirements that impede educational improvement;
                    (B) focusing accountability on educational outcomes 
                rather than monitoring compliance with input 
                requirements; and
                    (C) fostering conditions that allow teachers, 
                principals, and parents in the school community to be 
                creative in helping all students meet challenging 
                standards.
    (f) Parental and Community Support and Involvement.--Each State 
plan shall describe strategies for how the State will involve parents 
and other community members in planning, designing, and implementing 
its plan, including such strategies as--
            (1) educating the public about the need for higher 
        standards, systemic improvement, and awareness of diverse 
        learning needs;
            (2) involving parents, communities, and advocacy groups in 
        the standard-setting and improvement process;
            (3) linking the family and school in supporting students to 
        meet the challenging student content and performance standards 
        established;
            (4) reporting, on an ongoing basis, to parents, educators, 
        and the public on the progress in implementing the plan and 
        improving student performance;
            (5) focusing public and private community resources and 
        public school resources on prevention and early intervention to 
        address the needs of all students by--
                    (A) identifying and removing unnecessary 
                regulations and obstacles to coordination;
                    (B) improving communication and information 
                exchange; and
                    (C) providing appropriate training to agency 
                personnel; and
            (6) increasing the access of all students to social 
        services, health care, nutrition, related services, and child 
        care services, and locating such services in schools, 
        cooperating service agencies, community-based centers, or other 
        convenient sites designed to provide ``one-stop shopping'' for 
        parents and students.
    (g) Making the Improvements Systemwide.--To help provide all 
students throughout the State the opportunity to meet challenging State 
standards, each State plan shall describe strategies such as--
            (1) ensuring that the improvement efforts expand from the 
        initial local educational agencies, schools, and educators 
        involved to all local educational agencies, schools, and 
        educators in the State education system through such approaches 
        as teacher and administrator professional development, 
        technical assistance, whole school projects, intensive summer 
        training, and networking of teachers and other educators, 
        consortia of schools, and local educational agencies 
        undertaking similar improvements;
            (2) developing partnerships among preschools, elementary 
        and secondary schools, institutions of higher education, 
        cultural institutions, health and social service providers, and 
        employers to improve teaching and learning at all levels of the 
        education system for all students and to foster collaboration 
        and continuous improvement;
            (3) developing strategies to provide for the close 
        coordination of standards development and improvement efforts 
        among institutions of higher education and secondary, and 
        elementary schools;
            (4) conducting parental involvement activities and outreach 
        programs aimed at parents whose language is a language other 
        than English, individuals with disabilities, and other special 
        populations, including American Indians, Alaskan Natives, and 
        Native Hawaiians, to involve all segments of the community in 
        the development of the State plan;
            (5) developing partnerships with Indian tribes and schools 
        funded by the Bureau, where appropriate, to improve consistency 
        and compatibility in curriculum among public and such schools 
        funded by the Bureau at all grade levels;
            (6) allocating all available local, State, and Federal 
        resources to achieve system-wide improvement;
            (7) providing for the development of objective criteria and 
        measures against which the success of local plans will be 
        evaluated;
            (8) providing for the availability of curricular materials, 
        learning technologies, including distance learning, and 
        professional development in a manner ensuring equal access by 
        all local educational agencies in the State;
            (9) taking steps to ensure that all local educational 
        agencies, schools, and educators in the State benefit from 
        successful programs and practices supported by funds made 
        available to local educational agencies and schools under this 
        title; and
            (10) providing assistance to students, teachers, schools, 
        and local educational agencies that are identified through the 
        assessment system developed under subsection (c)(5) as needing 
        such assistance.
    (h) Promoting Bottom-Up Reform.--Each State plan shall include 
strategies for ensuring that comprehensive, systemic reform is promoted 
from the bottom up in communities, local educational agencies, and 
schools, as well as guided by coordination and facilitation from State 
leaders, including strategies such as--
            (1) ensuring that the State plan is responsive to the needs 
        and experiences of local educational agencies, schools, 
        teachers, the community, and parents;
            (2) establishing mechanisms for continuous input from local 
        schools, communities, advocacy groups, institutions of higher 
        education, and local educational agencies into, and feedback 
        on, the implementation of the State plan;
            (3) providing discretionary resources that enable teachers 
        and schools to purchase needed professional development and 
        other forms of assistance consistent with their improvement 
        plan from high-quality providers of their choice;
            (4) establishing collaborative networks of teachers 
        centered on content standards and assessments for the purpose 
        of improving teaching and learning;
            (5) providing flexibility to individual schools and local 
        educational agencies to enable them to adapt and integrate 
        State content standards into courses of study appropriate for 
        individual schools and communities;
            (6) facilitating the provision of waivers from State rules 
        and regulations that impede the ability of local educational 
        agencies or schools to carry out local education improvement 
        plans; and
            (7) facilitating communication among educators within and 
        between local educational agencies for the purpose of sharing 
        innovative and effective practices, including, through the use 
        of telecommunications, distance learning, site visits, and 
        other means.
    (i) Coordination with School-to-Work Programs.--If a State has 
received Federal assistance for the purpose of planing for, expanding, 
or establishing a school-to-work program, then a State shall include in 
the State plan a description of how such school-to-work program will be 
incorporated into the school reform efforts of the State. In 
particular, the State plan shall include a description of how secondary 
schools will be modified in order to provide career guidance, the 
integration of academic and vocational education, and work-based 
learning, if such programs are proposed in the State's school-to-work 
plan.
    (j) Benchmarks and Timelines.--Each State plan shall include 
specific benchmarks of improved student performance and of progress in 
implementing the improvement plan, and timelines against which the 
progress of the State in carrying out its plan, including the elements 
described in subsections (c) through (h), can be measured.
    (k) Coordinating Strategies.--Each State plan shall include 
strategies for coordinating the integration of academic and vocational 
instruction pursuant to the Carl D. Perkins Vocational and Applied 
Technology Education Act.
    (l) Program Improvement and Accountability.--Each State shall 
describe--
            (1) how the State will monitor progress towards 
        implementing the State and local plans; and
            (2) procedures the State will use to ensure schools and 
        school districts meet State opportunity-to-learn and content 
        standards within the established time lines.
    (m) Prohibition on Federal Mandates, Direction, and Control.--
Nothing in this section shall be construed to authorize an officer or 
employee of the Federal Government to mandate, direct, or control a 
State, local educational agency, or school's curriculum, program of 
instruction, or allocation of State and local resources.
    (n) Peer Review and Secretarial Approval.--(1) The Secretary shall 
review each State improvement plan prepared under this section, and 
each application submitted under section 155, with the assistance and 
advice of State and local education policymakers, educators, classroom 
teachers, related services personnel, experts on educational innovation 
and improvement, parents, advocates for children with disabilities, 
representatives of other advocacy groups, and other appropriate 
individuals. The peer review process shall be performed by individuals 
representative of the diversity of the United States with regard to 
geography, race, ethnicity, gender, and disability. The review of each 
State plan shall include at least one site visit to each State.
    (2) The Secretary shall approve a State's plan when the Secretary 
determines, after considering the peer reviewers' comment, that it--
            (A) reflects a widespread commitment within the State;
            (B) holds reasonable promise of enabling all students to 
        achieve at the high levels called for by this Act;
            (C) meets the requirements of subsections (a) through (k); 
        and
            (D) allows local schools, local educational agencies and 
        communities the flexibility to implement local improvement 
        plans in a manner which reflects local needs and requirements 
        in order to promote a `bottom up' system of school reform.
    (3) The Secretary shall not decline to approve a State's plan, or 
any State application submitted under section 155, before offering the 
State--
            (A) an opportunity to revise its plan or application; and
            (B) a hearing.
    (o) Regular Review.--Each State plan shall include a process for 
regularly reviewing and updating any State content, student 
performance, and opportunity-to-learn standards and assessment systems.
    (p) Amendments to Plan.--(1) Each State shall periodically review 
its plan and revise it, as appropriate, in accordance with the process 
described in subsection (b).
    (2) The Secretary shall review major amendments to a State's plan 
through the same process, described in subsection (j), used to review 
the original plan.
    (q) Preexisting State Plans and Panels.--(1) If a State has 
developed a comprehensive and systemic improvement plan to help all 
students meet challenging standards, or any component of such a plan, 
that otherwise meets the requirements of this section, the Secretary 
may approve such plan or component notwithstanding that it was not 
developed in accordance with subsection (b), if the Secretary 
determines that such approval would further the purposes of State 
systemic education improvement.
    (2) If, before the enactment of this Act, a State has made 
substantial progress in developing a plan that otherwise meets, or is 
likely to meet, the requirements of this section, but was developed by 
a panel that does not meet the requirements of paragraphs (1), (2), and 
(3) of subsection (b), the Secretary may, at the request of the 
Governor and the State educational agency, treat such panel as meeting 
the requirements of this title if the Secretary determines that there 
has been statewide involvement of educators, parents, students, 
advocacy groups, other interested members of the public in the 
development of the plan.

SEC. 157. SECRETARY'S REVIEW OF APPLICATIONS; PAYMENTS.

    (a) First Year.--The Secretary shall approve the initial year 
application of a State educational agency under section 155(b) if the 
Secretary determines that--
            (1) such application meets the requirements of this title; 
        and
            (2) there is a substantial likelihood that the renewal 
        application of the State will be able to develop and implement 
        an education improvement plan that complies with section 156.
    (b) Second Through Fifth Years.--The Secretary shall approve a 
renewal application of a State educational agency under section 155(c) 
for the second through fifth years only if--
            (1)(A) the Secretary has approved the State's improvement 
        plan under section 156(l); or
            (B) the Secretary determines that the State has made 
        substantial progress in developing such plan; and
            (2) such application meets the other requirements of this 
        title.
    (c) Payments.--For any fiscal year for which a State has an 
approved application under this title, the Secretary shall make a grant 
to the State educational agency in the amount determined under section 
154(b).

SEC. 158. STATE USE OF FUNDS.

    (a) First Year.--In the first year for which a State educational 
agency receives a grant under this title, the State--
            (1) shall use at least 75 percent of such funds to make 
        subgrants, in accordance with section 159(a), to local 
        educational agencies for the development or implementation of 
        local improvement plans and to make subgrants, in accordance 
        with section 159(b), to improve educator preservice programs 
        and for professional development activities consistent with the 
        State plan, if the amount allocated to States under section 
        154(b) for such year is at least $50,000,000. The State may use 
        such funds for such subgrants if such amount is less than 
        $50,000,000; and
            (2) shall use the remainder of such funds to develop, 
        revise, expand, or implement an education improvement plan 
        described in section 156.
    (b) Succeeding Years.--A State that receives assistance under this 
title for any year after the first year of participation shall--
            (1) use at least 90 percent of such assistance in each 
        succeeding year to make subgrants--
                    (A) to local educational agencies, in accordance 
                with section 159(a), for the implementation of the 
                State improvement plan and of local improvement plans; 
                and
                    (B) in accordance with section 159(b), to improve 
                educator preservice programs and for professional 
                development activities that are consistent with the 
                State improvement plan; and
            (2) use the remainder of such assistance for State 
        activities designed to implement its improvement plan, such 
        as--
                    (A) supporting the development or adoption of State 
                content and student performance standards, State 
                opportunity-to-learn standards, and assessments linked 
                to the standards, including through consortia of 
                States, and in conjunction with the National Education 
                Standards and Improvement Council established under 
                part B of title II of this Act;
                    (B) supporting the implementation of high-
                performance management and organizational strategies, 
                such as site-based management, shared decisionmaking, 
                or quality management principles, to promote effective 
                implementation of such plan;
                    (C) supporting the development and implementation, 
                at the local educational agency and school building 
                level, of improved human resource development systems 
                for recruiting, selecting, mentoring, supporting, 
                evaluating, and rewarding educators;
                    (D) providing special attention to the needs of 
                minority, limited-English proficient, disabled, and 
                female students, including instructional programs and 
                activities that encourage such students in elementary 
                and secondary schools to aspire to enter post secondary 
                education or training;
                    (E) supporting the development, at the State or 
                local level, of performance-based accountability and 
                incentive systems for schools;
                    (F) outreach related to education improvement to 
                parents, Indian tribal officials, classroom teachers, 
                related services personnel, and other educators, and 
                the public;
                    (G) providing technical assistance and other 
                services to increase the capacity of local educational 
                agencies and schools to develop and implement local 
                systemic improvement plans, implement new assessments, 
                and develop curricula consistent with the content and 
                student performance standards of the State;
                    (H) promoting public magnet schools, public 
                ``charter schools'', and other mechanisms for 
                increasing choice among public schools; and
                    (I) collecting and analyzing data.
    (c) Limit on Administrative Costs.--In each year, a State may use 
not more than four percent of its annual allotment under this title, or 
$100,000, whichever is greater, for administrative expenses, not 
including the activities of the panel established under section 
156(b)(1).

SEC. 159. SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL DEVELOPMENT.

    (a) Subgrants to Local Educational Agencies.--(1)(A) Each State 
educational agency shall make subgrants to local educational agencies 
(or consortia of such agencies) consistent with subsections (a)(1) and 
(b)(1)(A) of section 158 through a competitive process.
    (B) In making such subgrants, the State educational agency shall 
award not less than 1 subgrant in each fiscal year to an urban local 
educational agency and not less than 1 subgrant in each fiscal year to 
a rural local educational agency, except that this provision shall not 
apply to the District of Columbia. Rural local educational agencies may 
include or be represented as a fiscal agent by an education service 
agency.
    (C) Each subgrant shall be for a project of sufficient duration and 
of sufficient size, scope, and quality to carry out the purpose of this 
title effectively.
    (2) A local educational agency wishing to receive a subgrant under 
this title for the purpose of developing a comprehensive local plan 
shall submit an application to the State educational agency. Such 
application shall contain assurances that the local educational agency 
intends to develop a plan that meets the requirements of this section.
    (3) Each local educational agency wishing to receive a subgrant for 
the purpose of implementing a plan under this subsection shall submit a 
local plan to the State educational agency which--
            (A) is developed by a broad-based panel that--
                    (i) is appointed by the local educational agency 
                and is representative of the diversity of students and 
                community with regard to race, language, ethnicity, 
                gender, disability, and socioeconomic characteristics 
                and includes teachers, parents, advocacy groups, school 
                administrators, business representatives, and others, 
                as appropriate; and
                    (ii) shall, following the selection of its members, 
                establish the procedures regarding the operation of the 
                panel, including the designation of the chairperson;
            (B) includes a comprehensive local plan for districtwide 
        education improvement, directed at enabling all students to 
        meet the challenging content and student performance standards 
        of the State, including specific goals and benchmarks, 
        consistent with the State improvement plan (either approved or 
        under development) and includes a strategy for--
                    (i) implementing opportunity-to-learn standards;
                    (ii) improving teaching and learning;
                    (iii) improving governance and management;
                    (iv) generating and strengthening parental and 
                community involvement; and
                    (v) expanding improvements throughout the local 
                educational agency;
            (C) promotes the flexibility of local schools in developing 
        plans which address the particular needs of their school and 
        community and are consistent with the local plan;
            (D) describes a process of broad-based community 
        participation in the development, implementation, and 
        evaluation of the local plan;
            (E) describes how the local educational agency will 
        encourage and assist schools to develop comprehensive school 
        improvement plans that focus on helping all students reach 
        challenging content and student performance standards and that 
        address relevant elements of the improvement plan of the local 
        educational agency identified in subparagraph (B);
            (F) describes how the local educational agency will 
        implement specific programs aimed at ensuring improvements in 
        school readiness and the ability of students to learn 
        effectively at all grade levels by identifying the most 
        pressing needs facing students and their families with regard 
        to social services, health care, nutrition, and child care, and 
        by entering into partnerships with public and private agencies 
        to increase the access of students and families to coordinated 
        services in a school setting or at a nearby site;
            (G) describes how the subgrant will be used by the local 
        educational agency, and the procedures to be used to make funds 
        available to schools in accordance with paragraph (6)(A);
            (H) identifies, with an explanation, any State or Federal 
        requirements that the local educational agency believes impede 
        educational improvement and that such local educational agency 
        requests be waived in accordance with section 161 (such 
        requests shall promptly be transmitted to the Secretary by the 
        State educational agency); and
            (I) contains such other information as the State 
        educational agency may reasonably require.
    (4) A local educational agency which has approved a local plan 
shall submit such plan to the State for approval together with a 
description of modifications to such plan and any comments from the 
local panel regarding such plan.
    (5) The panel appointed under paragraph (3)(A) shall, after 
approval by the State educational agency of the application of the 
local educational agency, monitor the implementation and effectiveness 
of the local improvement plan in close consultation with teachers, 
related services personnel, principals, administrators, community 
members, and parents from schools receiving funds under this title, to 
determine if revisions to the local plan should be recommended to the 
local educational agency. The panel shall make public its findings.
    (6)(A) A local educational agency that receives a subgrant under 
this subsection shall--
            (i) in the first year, use not more than 25 percent of 
        subgrant funds to develop a local improvement plan or to 
        implement any local educational activities approved by the 
        State educational agency which are reasonably related to 
        carrying out the State or local improvement plans, and not less 
        than 75 percent of such funds to support individual school 
        improvement initiatives directly related to providing all 
        students in the school the opportunity to meet challenging 
        State content and student performance standards; and
            (ii) in subsequent years, use subgrant funds for any 
        activities approved by the State educational agency which are 
        reasonably related to carrying out the State or local 
        improvement plans, except that at least 85 percent of such 
        funds shall be made available to individual schools to develop 
        and implement comprehensive school improvement plans which are 
        tailored to meet the needs of their particular student 
        populations and are designed to help all students meet 
        challenging State content standards.
    (B) At least 50 percent of the funds made available by a local 
educational agency to individual schools under this section in any 
fiscal year shall be made available to schools with a special need for 
such assistance, as indicated by a high number or percentage of 
students from low-income families, low student achievement, or other 
similar criteria developed by the local educational agency.
    (C) A local educational agency may not use more than five percent 
of its annual allotment under this Act for administrative expenses.
    (7) The State educational agency shall give priority in awarding a 
subgrant to--
            (A) a consortium of local educational agencies; or
            (B) a local educational agency that makes assurances that 
        funds will be used to assist a consortium of schools that has 
        developed a plan for school improvement.
    (b) Subgrants for Preservice Teacher Education and Professional 
Development Activities.--(1)(A) Each State educational agency shall 
make subgrants to consortia of local educational agencies, institutions 
of higher education, private nonprofit organizations, or combinations 
thereof, consistent with subsections (a)(1) and (b)(1) of section 158 
through a competitive, peer-reviewed process to--
            (i) improve preservice teacher education programs 
        consistent with the State plan, including how to work 
        effectively with parents and the community; and
            (ii) support continuing, sustained professional development 
        activities for educators which will increase student learning 
        and are consistent with the State plan.
    (B)(i) In order to apply for a subgrant described in subparagraph 
(A)(i), a consortium must include at least one local educational agency 
and at least one institution of higher education.
    (ii) In order to apply for a subgrant described in subparagraph 
(A)(ii), a consortium must include at least one local educational 
agency.
    (2) A consortium that wishes to receive a subgrant under this 
subsection shall submit an application to the State educational agency 
which--
            (A) describes how the applicant will use the subgrant to 
        improve teacher preservice and school administrator education 
        programs or to implement educator professional development 
        activities consistent with the State plan;
            (B) identifies the criteria to be used by the applicant to 
        judge improvements in preservice education or the effects of 
        professional development activities consistent with the State 
        plan; and
            (C) contains any other information that the State 
        educational agency determines is appropriate.
    (3) A recipient of a subgrant under this subsection shall use the 
subgrant funds for activities supporting--
            (A) the improvement of preservice teacher education and 
        school administrator programs so that such programs equip 
        educators with the subject matter and pedagogical expertise 
        necessary for preparing all students to meet challenging 
        standards; or
            (B) the development and implementation of new and improved 
        forms of continuing and sustained professional development 
        opportunities for teachers, principals, and other educators at 
        the school or district level that equip educators with such 
        expertise, and with other knowledge and skills necessary for 
        leading and participating in continuous education improvement.
    (4) A recipient may use the subgrant funds under this subsection 
for costs related to release time for teachers to participate in 
professional development activities.
    (5) Professional development shall include related services 
personnel as appropriate.
    (6) In awarding subgrants under this subsection, the State 
educational agency shall give priority to local educational agencies 
that form partnerships with collegiate educators to establish 
professional development school sites.
    (c) Special Award Rule.--(1) Each State educational agency shall 
award at least 50 percent of subgrant funds under subsection (a) in 
each fiscal year to local educational agencies that have a greater 
percentage or number of disadvantaged children than the statewide 
average percentage or number for all local educational agencies in the 
State.
    (2) The State educational agency may waive the requirement of 
paragraph (1) if such State does not receive a sufficient number of 
applications to comply with such requirement.

SEC. 160. AVAILABILITY OF INFORMATION AND TRAINING.

    (a) Information and Training.--Proportionate to the number of 
children in a State or in a local educational agency who are enrolled 
in private elementary or secondary schools--
            (1) a State educational agency or local educational agency 
        which uses funds under this title to develop goals, content 
        standards, curricular materials, and assessments shall, upon 
        request, make information related to such goals, standards, 
        materials, and assessments available to private schools; and
            (2) a State educational agency or local educational agency 
        which uses funds under this title for teacher and administrator 
        training shall provide in its plan for the training of teachers 
        and administrators in private schools located in the 
        geographical area served by such agency.
    (b) Waiver.--If, by reason of any provision of law, a State or 
local educational agency is prohibited from providing for the equitable 
participation of teachers and administrators from private schools in 
training programs assisted with Federal funds provided under this 
title, or if the Secretary determines that a State or local educational 
agency has substantially failed or is unwilling to provide for such 
participation, the Secretary shall waive such requirements and shall 
arrange for the provision of training consistent with State goals and 
content standards for such teachers and administrators. Such waivers 
shall be subject to consultation, withholding, notice, and judicial 
review in accordance with section 1017 of the Elementary and Secondary 
Education Act of 1965.

SEC. 161. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS.

    (a) General.--(1) Except as provided in subsection (c), the 
Secretary may waive any requirement of any statute listed in subsection 
(b) or of the regulations issued under such statute for a State 
educational agency, local educational agency, or school that requests 
such a waiver--
            (A) if, and only to the extent that, the Secretary 
        determines that such requirement impedes the ability of the 
        State, or of a local educational agency or school in the State, 
        to carry out the State or local education improvement plan;
            (B) if the State educational agency has waived, or agrees 
        to waive, similar requirements of State law; and
            (C) if, in the case of a Statewide waiver, the State 
        educational agency--
                    (i) provides all local educational agencies and 
                parent organizations in the State with notice and an 
                opportunity to comment on the proposal of the State 
                educational agency to seek a waiver; and
                    (ii) submits the comments of such agencies to the 
                Secretary.
    (2) To request a waiver, a State educational agency, local 
educational agency, or school that receives funds under this Act or a 
local educational agency that does not receive funds under this Act but 
is undertaking school reform efforts that meet the objectives of the 
State plan, shall submit an application to the Secretary that 
includes--
            (A) the identification of statutory or regulatory 
        requirements that are requested to be waived and the goals that 
        the State local educational agency or school intends to 
        achieve;
            (B) a description of the action that the State has 
        undertaken to remove State statutory or regulatory barriers 
        identified in the applications of local educational agencies;
            (C) a description of the goals of the waiver and the 
        expected programmatic outcomes if the request is granted;
            (D) the numbers and types of students to be impacted by 
        such waiver;
            (E) a timetable for implementing a waiver; and
            (F) the process the State will use to monitor, on a 
        biannual basis, the progress in implementing a waiver.
    (3) The Secretary shall act promptly on a waiver request and state 
in writing the reasons for granting or denying such request. If a 
waiver is granted, the Secretary must also include the expected outcome 
of granting such waiver.
    (4) The Secretary's decision shall be--
            (A) published in the Federal Register; and
            (B) disseminated by the State educational agency to 
        interested parties, including educators, parents, students, 
        advocacy and civil rights organizations, other interested 
        parties, and the public.
    (5) Each such waiver shall be for a period not to exceed three 
years. The Secretary may extend such period if the Secretary determines 
that the waiver has been effective in enabling the State or affected 
local educational agencies to carry out reform plans.
    (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.
            (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 (part A of title II of the Elementary and 
        Secondary Education Act of 1965).
            (4) The Emergency Immigrant Education Act of 1984 (part D 
        of title IV 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).
            (6) The Carl D. Perkins Vocational and Applied Technology 
        Education Act.
    (c) Waivers Not Authorized.--The Secretary may not waive any 
statutory or regulatory requirement of the programs listed in 
subsection (b) relating to--
            (1) maintenance of effort;
            (2) comparability of services;
            (3) the equitable participation of students and 
        professional staff in private schools;
            (4) parental participation and involvement; or
            (5) the distribution of funds to State or to local 
        educational agencies.
    (d) Termination of Waivers.--The Secretary shall periodically 
review the performance of any State, local educational agency, or 
school for which the Secretary has granted a waiver and shall terminate 
the waiver if the performance of the State, the local educational 
agency, or the school in the area affected by the waiver has been 
inadequate to justify a continuation of the waiver.

SEC. 162. PROGRESS REPORTS.

    (a)  State Reports to the Secretary.--Each State educational agency 
that receives funds under this title shall annually report to the 
Secretary regarding--
            (1) progress in meeting State goals and plans;
            (2) proposed State activities for the succeeding year; and
            (3) in summary form, the progress of local educational 
        agencies in meeting local goals and plans and increasing 
        student learning.
    (b) Secretary's Reports to Congress.--By April 30, 1996, and every 
two years thereafter, the Secretary shall submit a report to the 
Committee on Education and Labor of the House of Representatives and 
the Committee on Labor and Human Resources of the Senate describing the 
activities and outcomes of grants under--
            (1) section 140 of this Act, including--
                    (A) a description of the purpose, uses, and 
                technical merit of assessments evaluated with funds 
                under such section; and
                    (B) an analysis of the impact of such assessments 
                on the performance of all students, particularly 
                students of different racial, gender, ethnic, language 
                groups, or individuals with disabilities; and
            (2) this title, including a description of the effect of 
        waivers granted under section 151.

SEC. 163. NATIONAL LEADERSHIP.

    (a) Activities Authorized.--From funds reserved each year under 
section 154(a)(2)(A), the Secretary shall, through the Office of 
Educational Research and Improvement in accordance with the provisions 
of sections 405 and 406 of the General Education Provisions Act, 
directly or through grants or contracts--
            (1) provide technical assistance to States and local 
        educational agencies developing or implementing school 
        improvement plans, in a manner that ensures that each such 
        State has access to such assistance;
            (2) gather data on, conduct research on, and evaluate 
        systemic education improvement, including the programs 
        authorized by this title;
            (3) disseminate research findings and other information on 
        systemic education improvement and how it affects student 
        learning;
            (4) provide grants to tribal divisions of education for 
        coordination efforts between school reform plans developed for 
        schools funded by the Bureau of Indian Affairs and public 
        schools described in section 156(g)(5), including tribal 
        activities in support of plans; and
            (5) support national demonstration projects that unite 
        local and State educational agencies, institutions of higher 
        education, government, business, and labor in collaborative 
        arrangements in order to make educational improvements 
        systemwide.
    (b) Reservation of Funds.--(1) The Secretary shall use at least 50 
percent of the funds reserved each year under section 154(a)(2)(A) to 
make grants, consistent with the provisions of section 159(a) that the 
Secretary finds appropriate, and provide technical and other assistance 
to urban and rural local educational agencies with large numbers or 
concentrations of students who are economically disadvantaged or who 
have limited English proficiency, to assist such agencies in developing 
and implementing local school improvement plans.
    (2) The Secretary shall use not less than $1,000,000 of the funds 
reserved the first year under section 154(a)(2)(A) to survey 
coordinated services programs that have been found to be successful in 
helping students and families and improving student outcomes, and shall 
disseminate information about such programs to schools that plan to 
develop coordinated services programs.

SEC. 164. ASSISTANCE TO THE OUTLYING AREAS AND TO THE SECRETARY OF THE 
              INTERIOR.

    (a) Outlying Areas.--(1) Funds reserved for outlying areas under 
section 154(a)(1)(A) shall be distributed among such areas by the 
Secretary according to relative need.
    (2) The provisions of Public Law 95-134, permitting the 
consolidation of grants to the insular areas, shall not apply to funds 
received by such areas under this title.
    (b) Secretary of the Interior.--
            (1) In general.--The funds reserved to the Secretary of the 
        Interior under section 154 shall be made in a payment which 
        shall be pursuant to an agreement between the Secretary and the 
        Secretary of the Interior containing such assurances and terms 
        as the Secretary determines shall best achieve the provisions 
        of this section and this Act. The agreement shall, at a 
        minimum, contain assurances that--
                    (A) a panel, as set forth in paragraph (4) of this 
                subsection, shall be established;
                    (B) a reform and improvement plan, designed to 
                increase student learning and assist students in 
                meeting the National Education Goals, meeting the 
                requirements pertaining to State improvement plans 
                required in section 156 and providing for the 
                fundamental restructuring and improvement of elementary 
                and secondary education in schools funded by the 
                Bureau, shall be developed by such panel; and
                    (C) the provisions and activities required under 
                State improvement plans, including the requirements for 
                timetables for opportunity-to-learn standards, shall be 
                carried out in the same time frames and under the same 
                conditions stipulated for the States in sections 155 
                and 156, provided that for these purposes, the term 
                ``local educational agencies'' shall be interpreted to 
                mean ``schools funded by the Bureau''.
            (2) Voluntary submission.--The provisions applicable to the 
        States in section 123 of this Act shall apply to the Bureau 
        plan with regard to voluntary submission of standards and 
        assessment systems to the National Education Standards and 
        Improvement Council for review and certification.
            (3) Plan specifics.--The reform and improvement plan shall 
        include, in addition to the requirements referenced above, 
        specific provisions for--
                    (A) opportunity to learn standards pertaining to 
                residential programs and transportation costs 
                associated with programs located on or near 
                reservations or serving students in off-reservation 
                residential boarding schools;
                    (B) review and incorporation of the National 
                Education Goals and the voluntary national content, 
                student performance, and opportunity-to-learn standards 
                developed under part B of title II of this Act, 
                provided that such review shall include the issues of 
                cultural and language differences; and
                    (C) provision for coordination of the efforts of 
                the Bureau with the efforts for school improvement of 
                the States and local educational agencies in which the 
                schools funded by the Bureau are located, to include, 
                but not be limited to, the development of the 
                partnerships outlined in section 156(g)(5) of the Act.
            (4) Panel.--To carry out the provisions of this section, 
        and to develop the plan for system-wide reform and improvement 
        required under the agreement required under paragraph (1), the 
        Secretary of the Interior shall establish a panel coordinated 
        by the Assistant Secretary of the Interior for Indian Affairs. 
        Such panel shall consist of--
                    (A) the Director of the Office of Indian Education 
                Programs of the Bureau of Indian Affairs and two heads 
                of other divisions of such Bureau as the Assistant 
                Secretary shall designate;
                    (B) a designee of the Secretary of Education; and
                    (C) a representative nominated by each of the 
                following:
                            (i) The organization representing the 
                        majority of teachers and professional personnel 
                        in schools operated by the Bureau.
                            (ii) The organization representing the 
                        majority of nonteaching personnel in schools 
                        operated by the Bureau, if not the same 
                        organization as in clause (i).
                            (iii) School administrators of schools 
                        operated by the Bureau.
                            (iv) Education line officers located in 
                        Bureau area or agency offices serving schools 
                        funded by the Bureau.
                            (v) The organization representing the 
                        majority of contract or grant schools funded by 
                        the Bureau not serving students on the Navajo 
                        reservation.
                            (vi) The organization representing the 
                        majority of contract or grant schools funded by 
                        the Bureau serving students on the Navajo 
                        reservation.
                            (vii) The organization representing the 
                        school boards required by statute for schools 
                        operated by the Bureau not serving students on 
                        the Navajo reservation.
                            (viii) The organization representing the 
                        school boards required by statute for schools 
                        funded by the Bureau serving students on the 
                        Navajo reservation.
        Including the additional members required by paragraph (5), a 
        majority of the members of such panel shall be from the 
        entities designated under subparagraph (C).
            (5) Additional members.--In addition, the members of the 
        panel stipulated above shall designate for full membership four 
        additional members--
                    (A) one of whom shall be a representative of a 
                national organization which represents primarily 
                national Indian education concerns; and
                    (B) three of whom shall be chairpersons (or their 
                designees) of Indian tribes with schools funded by the 
                Bureau on their reservations (other than those 
                specifically represented by organizations referred to 
                in paragraph (4)), provided that preference for no less 
                than two of these members shall be given to Indian 
                tribes with a significant number of schools funded by 
                the Bureau on their reservations, or with a significant 
                percentage of their children enrolled in schools funded 
                by the Bureau.
    (c) BIA Cost Analysis.--
            (1) In general.--(A) The Secretary of the Interior shall 
        reserve from the first allotment made to the Department of the 
        Interior pursuant to section 154 an amount not to exceed 
        $500,000 to provide, through the National Academy of Sciences, 
        for an analysis of the costs associated with meeting the 
        academic and home-living/residential standards of the Bureau of 
        Indian Affairs for each school funded by such Bureau. The 
        purpose of such analysis shall be to provide the Bureau and the 
        Panel with baseline data regarding the current state of 
        operations funded by the Bureau and to provide a framework for 
        addressing the implementation of opportunity-to-learn 
        standards.
            (B) The results of such analysis shall be reported, in 
        aggregate and school specific form, to the chairpersons and 
        ranking minority members of the Committees on Education and 
        Labor and Appropriations of the House of Representatives and 
        the Select Committee on Indian Affairs and the Committee on 
        Appropriations of the Senate, and to the Secretary of the 
        Interior, the Secretary of Education (who shall transmit the 
        report to the proper entities under this Act), and the 
        Assistant Secretary of the Interior for Indian Affairs, not 
        later than 6 months after the date of enactment of this Act.
            (2) Content.--Such analysis shall evaluate the costs of 
        providing a program in each school for the next succeeding 
        academic year and shall be based on--
                    (A) the standards either published in the Federal 
                Register as having effect in schools operated by the 
                Bureau on the date of enactment of this Act or the 
                standards incorporated into each grant or contract in 
                effect on such date with a tribally controlled school 
                funded under section 1128 of Public Law 95-561 (as 
                amended);
                    (B) the best projections of student counts and 
                demographics, as provided by the Bureau and as 
                independently reviewed by the Academy; and
                    (C) the pay and benefit schedules and other 
                personnel requirements for each school operated by the 
                Bureau, as existing on the date of enactment.
    (d) Secretary of Defense.--The Secretary shall consult with the 
Secretary of Defense to ensure that, to the extent practicable, the 
purposes of this title are applied to the Department of Defense 
schools.

                 PART D--NATIONAL SKILL STANDARDS BOARD

SEC. 171. PURPOSE.

    It is the purpose of this title to establish a National Board to 
serve as a catalyst in stimulating the development and adoption of a 
voluntary national system of skill standards and certification that 
will serve as a cornerstone of the national strategy to enhance 
workforce skills, and that can be used, consistent with Federal civil 
rights laws--
            (1) by the Nation, to ensure the development of a high 
        skills, high quality, high performance workforce, including the 
        most skilled front-line workforce in the world, and that will 
        result in increased productivity, economic growth and American 
        economic competitiveness;
            (2) by industries, as a vehicle for informing training 
        providers and prospective employees of skills necessary for 
        employment;
            (3) by employers, to assist in evaluating the skill levels 
        of prospective employees and to assist in the training of 
        current employees;
            (4) by labor organizations, to enhance the employment 
        security of workers by providing portable credentials and 
        skills;
            (5) by workers, to obtain certifications of their skills to 
        protect against dislocation, to pursue career advancement, and 
        to enhance their ability to reenter the workforce;
            (6) by students and entry level workers, to determine the 
        skill levels and competencies needed to be obtained in order to 
        compete effectively for high wage jobs;
            (7) by training providers and educators, to determine 
        appropriate training services to offer;
            (8) by Government, to evaluate whether publicly-funded 
        training assists participants to meet skill standards where 
        they exist and thereby protect the integrity of public 
        expenditures;
            (9) to facilitate the transition to high performance work 
        organizations;
            (10) to increase opportunities for minorities and women, 
        including removing barriers to the entry of women in non-
        traditional employment; and
            (11) to facilitate linkages between other components of the 
        workforce investment strategy, including school-to-work 
        transition, secondary and postsecondary vocational-technical 
        education, and job training programs.

SEC. 172. ESTABLISHMENT OF NATIONAL BOARD.

    (a) In General.--There is established a National Skill Standards 
Board (in this title referred to as the ``National Board'').
    (b) Composition.--
            (1) In general.--The National Board shall be composed of 28 
        members, appointed in accordance with paragraph (3), of whom--
                    (A) one member shall be the Secretary of Labor;
                    (B) one member shall be the Secretary of Education;
                    (C) one member shall be the Secretary of Commerce;
                    (D) one member shall be the Chairperson of the 
                National Education Standards and Improvement Council 
                established pursuant to section 122(a);
                    (E) eight members shall be representatives of small 
                and large business and industry selected from among 
                individuals recommended by recognized national business 
                organizations and trade associations;
                    (F) eight members shall be representatives of 
                organized labor selected from among individuals 
                recommended by recognized national labor federations; 
                and
                    (G) eight members shall be representatives from the 
                following groups, with at least one member from each 
                group:
                            (i) Educational institutions.
                            (ii) Community-based organizations.
                            (iii) State and local governments.
                            (iv) Nongovernmental organizations with a 
                        demonstrated history of successfully protecting 
                        the rights of racial, ethnic and religious 
                        minorities, women, persons with disabilities or 
                        older persons.
            (2) Diversity requirements.--The members described in 
        subparagraph (G) of paragraph (1) shall have expertise in the 
        area of education and training. The members described in 
        subparagraphs (E), (F), and (G) of paragraph (1) shall--
                    (A) in the aggregate, represent a broad cross-
                section of occupations and industries; and
                    (B) to the extent feasible, be geographically 
                representative of the United States and reflect the 
                racial, ethnic and gender diversity of the United 
                States.
            (3) Appointment.--The membership of the National Board 
        shall be appointed as follows:
                    (A) Twelve members (four from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the President.
                    (B) Six members (two from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the Speaker of the 
                House of Representatives, of whom three members (one 
                from each class of members described in subparagraphs 
                (E), (F), and (G) of paragraph (1)) shall be selected 
                from recommendations made by the Majority Leader of the 
                House of Representatives and three members (one from 
                each class of members described in subparagraphs (E), 
                (F), and (G) of paragraph (1)) shall be selected from 
                recommendations made by the Minority Leader of the 
                House of Representatives.
                    (C) Six members (two from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the President pro 
                tempore of the Senate, of whom three members (one from 
                each class of members described in subparagraphs (E), 
                (F), and (G) of paragraph (1)) shall be selected from 
                recommendations made by the Majority Leader of the 
                Senate and three members (one from each class of 
                members described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be selected from recommendations 
                made by the Minority Leader of the Senate.
            (4) Term.--Each member of the National Board appointed 
        under subparagraphs (E), (F), and (G) of paragraph (1) shall be 
        appointed for a term of 4 years, except that of the initial 
        members of the Board appointed under such paragraph--
                    (A) twelve members shall be appointed for a term of 
                3 years (four from each class of members described in 
                subparagraphs (E), (F), and (G) of paragraph (1)), of 
                whom--
                            (i) two from each class shall be appointed 
                        in accordance with paragraph (3)(A);
                            (ii) one from each such class shall be 
                        appointed in accordance with paragraph (3)(B); 
                        and
                            (iii) one from each such class shall be 
                        appointed in accordance with paragraph (3)(C); 
                        and
                    (B) twelve members shall be appointed for a term of 
                4 years (four from each class of members described in 
                subparagraphs (E), (F), and (G) of paragraph (1)), of 
                whom--
                            (i) two from each such class shall be 
                        appointed in accordance with paragraph (3)(A);
                            (ii) one from each such class shall be 
                        appointed in accordance with paragraph (3)(B); 
                        and
                            (iii) one from each such class shall be 
                        appointed in accordance with paragraph (3)(C).
    (c) Chairperson and Vice Chairpersons.--
            (1) Chairperson.--The National Board shall biennially elect 
        a Chairperson from among the members of the National Board by a 
        majority vote of such members.
            (2) Vice chairpersons.--The National Board shall annually 
        elect 3 Vice Chairpersons (each representing a different class 
        of the classes of members described in subparagraphs (E), (F), 
        and (G) of subsection (b)(1)) from among its members appointed 
        under subsection (b)(3) by a majority vote of such members, 
        each of whom shall serve for a term of 1 year.
    (d) Compensation and Expenses.--
            (1) Compensation.--Members of the National Board who are 
        not regular full-time employees or officers of the Federal 
        Government shall serve without compensation.
            (2) Expenses.--The members of the National Board shall 
        receive travel expenses, including per diem in lieu of 
        subsistence, in accordance with subchapter I of chapter 57, 
        title 5, United States Code, while away from their homes or 
        regular places of business in the performance of services for 
        the National Board.
    (e) Executive Director and Staff.--The Chairperson of the National 
Board shall appoint an Executive Director, who shall be compensated at 
a rate determined by the National Board that shall not exceed the rate 
of pay for level V of the Executive Schedule under section 5316 of 
title 5, United States Code, and who shall appoint such staff as is 
necessary in accordance with title 5, United States Code. Such staff 
shall include at least one individual with expertise in measurement and 
assessment.
    (f) Agency Support.--
            (1) Use of facilities.--The National Board may use the 
        research, equipment, services and facilities of any agency or 
        instrumentality of the United States with the consent of such 
        agency or instrumentality.
            (2) Staff of federal agencies.--Upon the request of the 
        National Board, the head of any department or agency of the 
        United States may detail to the National Board, on a 
        reimbursable basis, any of the personnel of such department or 
        agency to assist the National Board in carrying out this title.
    (g) Conflict of Interest.--An individual who has served as a member 
of the National Board may not have any financial interest in an 
assessment and certification system developed or endorsed under this 
title for a period of three years after the termination of service of 
such individual from the National Board.

SEC. 173. FUNCTIONS OF THE NATIONAL BOARD.

    (a) Identification of Occupational Clusters.--
            (1) In general.--Subject to paragraph (2), the National 
        Board, after extensive public review and comment and study of 
        the national labor market, shall identify broad clusters of 
        major occupations that involve one or more than one industry in 
        the United States.
            (2) Procedures for identification.--Prior to identifying 
        broad clusters of major occupations under paragraph (1), the 
        National Board shall--
                    (A) develop procedures for the identification of 
                such clusters;
                    (B) publish such procedures in the Federal 
                Register; and
                    (C) allow for extensive public review of and 
                comment on such procedures.
    (b) Voluntary Partnerships to Develop Standards.--
            (1) In general.--For each of the occupational clusters 
        identified pursuant to subsection (a), the National Board shall 
        encourage and facilitate the establishment of voluntary 
        partnerships to develop a skill standards system in accordance 
        with subsection (d).
            (2) Representatives.--Such voluntary partnerships shall 
        include the full and balanced participation of--
                    (A) representatives of business and industry who 
                have expertise in the area of workforce skill 
                requirements, including representatives of large and 
                small employers, recommended by national business 
                organizations and trade associations representing 
                employers in the occupation or industry for which a 
                standard is being developed, and representatives of 
                trade associations that have received demonstration 
                grants from the Department of Labor or the Department 
                of Education to establish skill standards prior to the 
                enactment of this title;
                    (B) employee representatives who have expertise in 
                the area of workforce skill requirements and who shall 
                be--
                            (i) individuals recommended by recognized 
                        national labor organizations representing 
                        employees in the occupation or industry for 
                        which a standard is being developed; and
                            (ii) such other individuals who are 
                        nonmanagerial employees with significant 
                        experience and tenure in such occupation or 
                        industry as are appropriate given the nature 
                        and structure of employment in the occupation 
                        or industry;
                    (C) representatives of--
                            (i) educational institutions;
                            (ii) community-based organizations;
                            (iii) State and local agencies with 
                        administrative control or direction over 
                        education, vocational-technical education, or 
                        employment and training;
                            (iv) other policy development organizations 
                        with expertise in the area of workforce skill 
                        requirements; and
                            (v) non-governmental organizations with a 
                        demonstrated history of successfully protecting 
                        the rights of racial, ethnic, and religious 
                        minorities, women, individuals with 
                        disabilities, and older persons; and
                    (D) individuals with expertise in measurement and 
                assessment, including relevant experience in designing 
                unbiased assessments and performance-based assessments.
            (3) Experts.--The partnerships described in paragraph (1) 
        may also include such other individuals who are independent, 
        qualified experts in their fields.
    (c) Research, Dissemination, and Coordination.--In order to support 
the development of a skill standards system in accordance with 
subsection (d), the National Board shall--
            (1) conduct workforce research relating to skill standards 
        (including research relating to how to use skill standards in 
        compliance with civil rights laws) and make such research 
        available to the public, including the partnerships described 
        in subsection (b);
            (2) identify and maintain a catalog of skill standards used 
        by other countries and by States and leading firms and 
        industries in the United States;
            (3) serve as a clearinghouse to facilitate the sharing of 
        information on the development of skill standards and other 
        relevant information among representatives of occupations and 
        industries identified pursuant to subsection (a), the voluntary 
        partnerships recognized pursuant to subsection (b), and among 
        education and training providers through such mechanisms as the 
        Capacity Building and Information and Dissemination Network 
        established under section 453(b) of the Job Training 
        Partnership Act;
            (4) develop a common nomenclature relating to skill 
        standards;
            (5) encourage the development and adoption of curricula and 
        training materials for attaining the skill standards developed 
        pursuant to subsection (d) that include structured work 
        experiences and related study programs leading to progressive 
        levels of professional and technical certification and 
        postsecondary education;
            (6) provide appropriate technical assistance; and
            (7) facilitate coordination among voluntary partnerships 
        that meet the requirements of subsection (b) to promote the 
        development of a coherent national system of voluntary skill 
        standards.
    (d) Endorsement of Skill Standards Systems.--
            (1) Development of endorsement criteria.--
                    (A) In general.--The National Board, after 
                extensive public consultation, shall develop objective 
                criteria for endorsing skills standards systems 
                relating to the occupational clusters identified 
                pursuant to subsection (a). Such criteria shall, at a 
                minimum, include the components of a skill standards 
                system described in subparagraph (B). The endorsement 
                criteria shall be published in the Federal Register, 
                and updated as appropriate.
                    (B) Components of system.--The components of a 
                skill standards systems shall include the following:
                            (i) Voluntary skill standards, which at a 
                        minimum--
                                    (I) meet or exceed, to the extent 
                                practicable, the highest standards used 
                                in other countries and the highest 
                                international standards;
                                    (II) meet or exceed the highest 
                                applicable standards used in the United 
                                States, including apprenticeship 
                                standards registered under the National 
                                Apprenticeship Act;
                                    (III) take into account content and 
                                performance standards certified 
                                pursuant to title II;
                                    (IV) take into account the 
                                requirements of high performance work 
                                organizations;
                                    (V) are in a form that allows for 
                                regular updating to take into account 
                                advances in technology or other 
                                developments within the occupational 
                                cluster;
                                    (VI) are formulated in such a 
                                manner that promotes the portability of 
                                credentials and facilitates worker 
                                mobility within an occupational cluster 
                                or industry and among industries; and
                                    (VII) are not discriminatory with 
                                respect to race, color, gender, age, 
                                religion, ethnicity, disability, or 
                                national origin, consistent with 
                                Federal civil rights laws.
                            (ii) A voluntary assessment system and 
                        certification of the attainment of skill 
                        standards developed pursuant to subparagraph 
                        (A), which at a minimum--
                                    (I) takes into account, to the 
                                extent practicable, methods of 
                                assessment and certification used in 
                                other countries;
                                    (II) utilizes a variety of 
                                evaluation techniques, including, where 
                                appropriate, oral and written 
                                evaluations, portfolio assessments and 
                                performance tests; and
                                    (III) includes methods for 
                                establishing that the assessment and 
                                certification system is not 
                                discriminatory with respect to race, 
                                color, gender, age, religion, 
                                ethnicity, disability, or national 
                                origin, consistent with Federal civil 
                                rights laws.
                            (iii) A system to promote the use of and to 
                        disseminate information relating to skill 
                        standards, and assessment and certification 
                        systems developed pursuant to this paragraph 
                        (including dissemination of information 
                        relating to civil rights laws relevant to the 
                        use of such standards and systems) to entities 
                        such as institutions of postsecondary education 
                        offering professional and technical education, 
                        labor organizations, trade associations, 
                        employers providing formalized training and 
                        other organizations likely to benefit from such 
                        systems.
                            (iv) A system to evaluate the 
                        implementation of the skill standards, and 
                        assessment and certification systems developed 
                        pursuant to this paragraph, and the 
                        effectiveness of the information disseminated 
                        pursuant to subparagraph (C) for informing the 
                        users of such standards and systems of the 
                        requirements of relevant civil rights laws.
                            (v) A system to periodically revise and 
                        update the skill standards, and assessment and 
                        certification systems developed pursuant to 
                        this paragraph, which will take into account 
                        changes in standards in other countries.
            (2) Endorsement.--The National Board, after extensive 
        public review and comment, shall endorse those skill standards 
        systems relating to the occupational clusters identified 
        pursuant to subsection (a) that--
                    (A) meet the objective endorsement criteria that 
                are developed pursuant to paragraph (1); and
                    (B) are submitted by partnerships that meet the 
                representation requirements of subsection (b)(2).
    (e) Relationship With Antidiscrimination Laws.--
            (1) In general.--Nothing in this title 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.
            (2) Evidence.--The endorsement or absence of an endorsement 
        by the Board of a skill standard or assessment and 
        certification system under subsection (d) shall not be used in 
        any action or proceeding to establish that the skill standard 
        or assessment and certification system conforms or does not 
        conform to the requirements of civil rights laws.
    (f) Coordination With Education Standards.--The National Board 
shall establish cooperative arrangements with the National Education 
Standards and Improvement Council to promote the coordination of the 
development of skill standards under this title with the development of 
content and performance standards under title II.
    (g) Financial Assistance.--
            (1) In general.--From funds appropriated pursuant to 
        section 166(a), the Secretary of Labor may award grants 
        (including grants to the voluntary partnerships in accordance 
        with paragraph (2)) and enter into contracts and cooperative 
        arrangements that are requested by the National Board for the 
        purposes of carrying out this title.
            (2) Grant programs for voluntary partnerships.--
                    (A) Eligibility and application.--Voluntary 
                partnerships that meet the requirements of subsection 
                (b) shall be eligible to apply for a grant under this 
                subsection. Each such voluntary partnership desiring a 
                grant shall submit an application to the National Board 
                at such time, in such manner, and accompanied by such 
                information as the National Board may reasonably 
                require.
                    (B) Review and recommendation.--The National Board 
                shall review each application submitted pursuant to 
                subparagraph (A) in accordance with the objective 
                criteria published pursuant to subparagraph (C) and 
                shall forward each such application to the Secretary of 
                Labor accompanied by a recommendation for the approval 
                or disapproval of each such application by the 
                Secretary.
                    (C) Criteria for review.--Prior to each fiscal 
                year, the National Board shall publish objective 
                criteria to be used by the Board in reviewing 
                applications under subparagraph (B).
            (3) Limitation on the use of funds.--
                    (A) In general.--Not more than 20 percent of the 
                funds appropriated under section 166(a) for each fiscal 
                year shall be used by the National Board for the costs 
                of administration.
                    (B) Costs of administration defined.--For purposes 
                of this paragraph, the term ``costs of administration'' 
                means costs relating to staff, supplies, equipment, 
                space, travel and per diem, costs of conducting 
                meetings and conferences, and other related costs.

SEC. 174. DEADLINES.

    Not later than December 31, 1996, the National Board shall--
            (1) identify occupational clusters pursuant to section 
        163(a) representing a substantial portion of the workforce; and
            (2) promote the development of an initial set of skill 
        standards in accordance with section 163(d) for such clusters.

SEC. 175. REPORTS.

    The National Board shall submit to the President and the Congress 
in each fiscal year a report on the activities conducted under this 
title, including the extent to which skill standards have been adopted 
by employers, training providers, and other entities and the 
effectiveness of such standards in accomplishing the purposes described 
in section 161.

SEC. 176. AUTHORIZATION OF APPROPRIATIONS.

    (a) In General.--There are authorized to be appropriated 
$15,000,000 for fiscal year 1994 and such sums as may be necessary for 
each of the fiscal years 1995 through 1998 to carry out this title.
    (b) Availability.--Amounts appropriated pursuant to subsection (a) 
shall remain available until expended.

SEC. 177. DEFINITIONS.

    For purposes of this title, the following definitions apply:
            (1) Community-based organizations.--The term ``community-
        based organizations'' means such organizations as defined in 
        section 4(5) of the Job Training Partnership Act.
            (2) Educational institution.--The term ``educational 
        institution'' means a high school, a vocational school, and an 
        institution of higher education.
            (3) Skill standard.--The term ``skill standard'' means the 
        level of knowledge and competence required to successfully 
        perform work-related functions within an occupational cluster.

                         PART E--MISCELLANEOUS

SEC. 181. DEFINITIONS.

    As used in this Act--
            (1) the terms ``all students'' and ``all children'' mean 
        students or children from a broad range of backgrounds and 
        circumstances, including disadvantaged students, students with 
        diverse racial, ethnic, and cultural backgrounds, American 
        Indians, Alaska Natives, Native Hawaiians, students with 
        disabilities, students with limited-English proficiency, 
        migrant children, school-aged children who have dropped out, 
        migrant children, and academically talented students;
            (2) the term ``assessment system'' means measures of 
        student performance which include at least 1 test, and may 
        include other measures of student performance, for a specific 
        purpose and use which are intended to evaluate the progress of 
        all students in the State toward learning the material in State 
        content standards in 1 or more subject areas;
            (3) the terms ``community'', ``public'', and ``advocacy 
        group'' are to be interpreted to include representatives of 
        organizations advocating for the education of American Indian, 
        Alaska Native, and Native Hawaiian children and Indian tribes;
            (4) the term ``content standards'' means broad descriptions 
        of the knowledge and skills students should acquire in a 
        particular subject area;
            (5) the term ``Governor'' means the chief executive of the 
        State;
            (6) the terms ``local educational agency'' and ``State 
        educational agency'' have the meaning given those terms in 
        section 1471 of the Elementary and Secondary Education Act of 
        1965;
            (7) the term ``opportunity-to-learn standards'' means the 
        criteria for, and the basis of, assessing the sufficiency or 
        quality of the resources, practices, and conditions necessary 
        at each level of the education system (schools, local 
        educational agencies, and States) to provide all students with 
        an opportunity to learn the material in national or State 
        content standards;
            (8) the term ``outlying areas'' means Guam, American Samoa, 
        the Virgin Islands, the Commonwealth of the Northern Mariana 
        Islands, and Palau (until the effective date of the Compact of 
        Free Association with the Government of Palau);
            (9) the term ``performance standards'' means concrete 
        examples and explicit definitions of what students have to know 
        and be able to do to demonstrate that they are proficient in 
        the skills and knowledge framed by content standards;
            (10) the term ``related services'' has the same meaning 
        given such term under section 602(17) of the Individuals with 
        Disabilities Education Act;
            (11) the term ``school'' means a school that is under the 
        authority of the State educational agency and a local 
        educational agency or, for the purpose of carrying out section 
        164(b), a school that is operated or funded by the Bureau of 
        Indian Affairs;
            (12) the term ``Secretary'', except where used in title IV, 
        means the Secretary of Education; and
            (13) except as otherwise provided, the term ``State'' means 
        each of the 50 States, the District of Columbia, the 
        Commonwealth of Puerto Rico, and each of the outlying areas.

SEC. 182. LIMITATIONS.

    (a) Assessments.--No funds provided under titles II or III of this 
Act shall be used to undertake assessments that will be used to make 
decisions regarding the graduation, grade promotion, or retention of 
students for five years after the date of enactment of this Act.
    (b) Public School.--Nothing in this Act shall be construed to 
authorize the use of funds under title III (except as provided in 
section 160) to directly or indirectly benefit any school other than a 
public school.

SEC. 183. ASSESSMENT OF EDUCATIONAL PROGRESS ACTIVITIES.

    Section 421(h) of the Carl D. Perkins Vocational and Applied 
Technology Education Act (20 U.S.C. 2421(h)) is amended--
            (1) by inserting ``(1)'' after ``(h)''; and
            (2) by inserting at the end the following:
    ``(2)(A) Notwithstanding any provision of section 406 of the 
General Education Provisions Act, the Commissioner of Education 
Statistics may authorize a State educational agency or a consortium of 
such agencies to use items and data from the National Assessment of 
Educational Progress for the purpose of evaluating a course of study 
related to vocational education, if the Commissioner has determined, in 
writing, that such use will not--
            ``(i) result in the identification of characteristics or 
        performance of individual students or schools;
            ``(ii) result in the ranking or comparing of schools or 
        local educational agencies;
            ``(iii) be used to evaluate the performance of teachers, 
        principals, or other local educators for the purpose of 
        dispensing rewards or punishments; or
            ``(iv) corrupt or harm the use and value of data collected 
        for the National Assessment of Educational Progress.
    ``(B) Not later than 60 days after making an authorization under 
subsection (a), the Commissioner shall submit to the Committee on 
Education and Labor of the House of Representatives and to the 
Committee on Labor and Human Resources of the Senate, a report which 
contains--
            ``(i) a copy of the request for such authorization;
            ``(ii) a copy of the written determination under subsection 
        (a); and
            ``(iii) a description of the details and duration of such 
        authorization.
    ``(C) The Commissioner may not grant more than one such 
authorization in any fiscal year and shall ensure that the authorized 
use of items or data from the National Assessment is evaluated for 
technical merit and for its affect on the National Assessment of 
Educational Progress. The results of such evaluations shall be promptly 
reported to the committees specified in subparagraph (B).''.

SEC. 184. COMPLIANCE WITH BUY AMERICAN ACT.

    No funds appropriated pursuant to this Act may be expended by an 
entity unless the entity agrees that in expending the assistance the 
entity will comply with sections 2 through 4 of the Act of March 3, 
1993 (41 U.S.C. 10a-10c, popularly known as the ``Buy American Act'').

SEC. 185. SENSE OF CONGRESS; REQUIREMENT REGARDING NOTICE.

    (a) Purchase of American-Made Equipment and Products.--In the case 
of any equipment or products that may be authorized to be purchased 
with financial assistance provided under this Act, it is the sense of 
the Congress that entities receiving such assistance should, in 
expending the assistance, purchase only American-made equipment and 
products.
    (b) Notice to Recipients of Assistance.--In providing financial 
assistance under this Act, the head of each Federal agency shall 
provide to each recipient of the assistance a notice describing the 
statement made in subsection (a) by the Congress.

SEC. 186. PROHIBITION OF CONTRACTS.

    If it has been finally determined by a court or Federal agency that 
any person intentionally affixed a label bearing a ``Made in America'' 
inscription, or any inscription with the same meaning to any product 
sold in or shipped to the United States that is not made in the United 
States, such person shall be ineligible to receive any contract or 
subcontract made with funds provided pursuant to this Act, pursuant to 
the debarment, suspension, and ineligibility procedures described in 
section 9.400 through 9.409 of title 48, Code of Federal Regulations.

               PART F--PARENTAL INFORMATION AND RESOURCES

SEC. 191. PARENTAL INFORMATION AND RESOURCES

    (a) Authorization.--The Secretary of Education is authorized to 
make grants each year to nonprofit organizations for the purpose of 
providing training and information to parents of children, aged birth 
to 5 years, and children enrolled in participating schools and to 
individuals who work with such parents to encourage a more effective 
working relationship with professionals in meeting the educational 
needs of children, aged birth to 5 years, and children enrolled in 
participating schools.
    (b) Grants.--Such grants shall--
            (1) be designed to meet the unique training and information 
        needs of parents of children, aged birth to 5 years, and 
        children enrolled in participating schools, particularly 
        parents who are severely disadvantaged educationally or 
        economically;
            (2) be distributed geographically to the greatest extent 
        possible throughout all the States and give priority to grants 
        which serve areas with high concentrations of low-income 
        families;
            (3) be targeted to parents of children, aged birth to 5 
        years, and children enrolled in participating schools in rural, 
        suburban, and urban areas;
            (4) serve parents of low-income and minority children, aged 
        birth to 5 years, and children enrolled in participating 
        schools, including limited-English-proficient children;
            (5) be funded at a sufficient size, scope, and quality to 
        ensure that the program is adequate to serve the parents in the 
        area; and
            (6) include funds to establish, expand, and operate 
        Teachers as Parents programs.

SEC. 192. ELIGIBILITY.

    (a) Representation.--To receive a grant under section 191, a 
nonprofit organization shall meet the following requirements:
            (1) Be governed by a board of directors in which the 
        membership includes, or be an organization that represents the 
        interests of, parents and establish a special advisory 
        committee in which the membership includes--
                    (A) parents of children, aged birth to 5 years, and 
                children enrolled in participating schools; and
                    (B) representation of education professionals with 
                expertise in improving services for disadvantaged 
                children.
            (2) Provide that the parent and professional membership of 
        the board or special advisory committee is broadly 
        representative of minority, low-income, and other individuals 
        and groups that have an interest in compensatory education and 
        family literacy.
            (3) Demonstrate the capacity and expertise to conduct 
        effective training and information activities for which a grant 
        may be made.
            (4) Network with clearinghouses, other organizations and 
        agencies, and with other established national, State, and local 
        parent groups representing the full range of parents of 
        children, aged birth to 5 years, and children enrolled in 
        participating schools, especially parents of low-income and 
        minority children.
    (b) Requirements.--The Board of Directors or special governing 
committee of an organization receiving a grant under this title shall 
meet at least once each calendar quarter to review the parent training 
and information activities for which the grant is made.
    (c) Grant Renewal.--Whenever an organization requests the renewal 
of a grant under section 191 for a fiscal year, the Board of Directors 
or the special advisory committee shall submit to the Secretary a 
written review of the parent training and information program conducted 
by such organization during the preceding fiscal year.

SEC. 193. USES OF FUNDS.

    Grants received under this title may be used--
            (1) for parent training and information programs that 
        assist parents to--
                    (A) better understand their children's educational 
                needs;
                    (B) provide follow up support for their children's 
                educational achievement;
                    (C) communicate more effectively with teachers, 
                counselors, administrators, and other professional 
                educators and support staff;
                    (D) participate in the design and provision of 
                assistance to students who are not making adequate 
                progress;
                    (E) obtain information about the range of options, 
                programs, services, and resources available at the 
                national, State, and local levels to assist parents of 
                children, aged birth to 5 years, and children enrolled 
                in participating schools and their parents;
                    (F) seek technical assistance regarding compliance 
                with the requirements of this Act and of other Federal 
                programs relevant to achieving the goals of this Act;
                    (G) participate in State and local decision-making;
                    (H) train other parents; and
                    (I) plan, implement, and fund activities that 
                coordinate the education of their children with other 
                Federal programs that serve such children or their 
                families;
            (2) to include State or local educational personnel where 
        such participation would further an objective of the program 
        assisted by the grant; and
            (3) to establish a parent training and information center 
        to carry out the activities in paragraphs (1) and (2) and to 
        represent parent interests at the State level, including 
        participation in the design of the public outreach process 
        described in section 156(b)(6), submitting recommendations 
        concerning State standards and plans, and commenting on 
        proposed waivers under this Act.

SEC. 194. TECHNICAL ASSISTANCE.

     The Secretary shall provide technical assistance, by grant or 
contract, for the establishment, development, and coordination of 
parent training and information programs and centers.

SEC. 195. EXPERIMENTAL CENTERS.

     After the establishment in each State of a parent training and 
information center, the Secretary shall provide for the establishment 
of 5 additional experimental centers, 3 to be located in urban areas 
and 2 in rural areas where there are large concentrations of poverty.

SEC. 196. REPORTS.

    Not later than June 30, 1995, and not later than June 30 each 
succeeding year, the Secretary shall obtain data concerning programs 
and centers assisted under this title, including--
            (1) the number of parents, including the number of minority 
        and limited-English-proficient parents, who receive information 
        and training;
            (2) the types and modes of information or training 
        provided; and
            (3) the strategies used to reach and serve parents of 
        minority and limited-English-proficient children and parents 
        with limited literacy skills.

SEC. 197. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated $5,000,000 for fiscal year 
1994 and such sums as may be necessary for each of the fiscal years 
1995 through 1998.

    TITLE II--EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION 
                             EXCELLENCE ACT

SEC. 201. FINDINGS.

    The Congress finds as follows with respect to improving education 
in the United States:
            (1) A majority of public schools in the United States are 
        failing to adequately prepare their students. To achieve the 
        national education goals set forth by the President and the 
        governors of the States, an overwhelming campaign for 
        educational improvement must be mounted in order to set in 
        motion many strategies and models designed to encourage and 
        support school restructuring. The Federal Government must 
        support an extensive program of educational research, 
        development, dissemination, replication and assistance to 
        identify and support the best responses for the challenges 
        ahead. A significant investment in attaining a deeper 
        understanding of the processes of learning and schooling and 
        developing new ideas holds the best hope of making a 
        substantial difference to the lives of every school and student 
        in the United States. The Office of Educational Research and 
        Improvement of the Department of Education should be at the 
        center of this campaign in order to coordinate such efforts.
            (2) The Federal role in educational research has been 
        closely identified with youths who are socioeconomically 
        disadvantaged, belong to a language minority, or are disabled. 
        However, in 1988, the Federal commitment to education was 
        sufficient to serve not more than--
                    (A) 1 out of every 5 low-income children in need of 
                preschool education;
                    (B) 2 out of every 5 children in need of 
                remediation;
                    (C) 1 out of every 4 children in need of bilingual 
                education; and
                    (D) 1 out of every 20 youths in need of job 
                training.
            (3) The failure of the Federal Government to adequately 
        invest in educational research and development has denied the 
        Nation a sound foundation on which to design school 
        improvements, leading to a history of faddism and failed 
        experimentation resulting in a dearth of research in the area 
        of educationally at-risk students. This situation is of 
        particular concern because at least half of the public school 
        students in 25 of the largest cities of the United States are 
        minority children, and demographers project that, by 2005, 
        almost all urban public school students will be minority 
        children or other children in poverty.
            (4) The investment goal of the Federal research, 
        development, and dissemination function should be at least 1 
        percent of the total amount of funds spent on education 
        nationally.
            (5) Nationwide model programs and reliable interventions 
        should be demonstrated and replicated, and for such purposes, 
        programs should be established to conduct research and 
        evaluations, and to disseminate information.
            (6) The Office of Educational Research and Improvement must 
        develop a national dissemination policy that will advance the 
        goal of placing a national treasure chest of research results, 
        models, and materials at the disposal of the Nation's education 
        decisionmakers.
            (7) A National Educational Research Policy and Priorities 
        Board should be established to ensure that an educational 
        research and dissemination agenda is developed and implemented 
        without partisan political interference.
            (8) Existing research and development entities should adopt 
        expanded, proactive roles and new institutions must be created 
        to promote knowledge development necessary to accelerate the 
        application of research knowledge to high priority areas.
            (9) Greater use should be made of existing technologies in 
        efforts to improve the Nation's educational system, including 
        efforts to disseminate research findings.
            (10) Minority educational researchers are inadequately 
        represented throughout the Department of Education, but 
        particularly in the Office of Educational Research and 
        Improvement. The Office therefore must assume a leadership 
        position in the recruitment, retention, and promotion of 
        qualified minority educational researchers.
            (11) The coordination of the mission of the Office of 
        Educational Research and Improvement with that of other 
        components of the Department of Education is critical. It must 
        improve the coordination of the educational research, 
        development, and dissemination function with those of other 
        Federal agencies.

PART A--GENERAL PROVISIONS REGARDING OFFICE OF EDUCATIONAL RESEARCH AND 
                              IMPROVEMENT

SEC. 211. GENERAL PROVISIONS.

    Section 405 of the General Education Provisions Act (20 U.S.C. 
1221e) is amended to read as follows:

            ``office of educational research and improvement

    ``Sec. 405. (a) Declaration of Policy Regarding Educational 
Opportunity.--
            ``(1) In general.--The Congress declares it to be the 
        policy of the United States to provide to every individual an 
        equal opportunity to receive an education of high quality 
        regardless of race, color, religion, sex, age, disability, 
        national origin, or social class. Although the American 
        educational system has pursued this objective, it has not 
        attained the objective. Inequalities of opportunity to receive 
        high quality education remain pronounced. To achieve the goal 
        of quality education requires the continued pursuit of 
        knowledge about education through research, development, 
        improvement activities, data collection, synthesis, technical 
        assistance, and information dissemination. While the direction 
        of American education remains primarily the responsibility of 
        State and local governments, the Federal Government has a clear 
        responsibility to provide leadership in the conduct and support 
        of scientific inquiry into the educational process.
            ``(2) Mission of office.--
                    ``(A) The mission of the Office of Educational 
                Research and Improvement shall be to provide national 
                leadership in--
                            ``(i) expanding fundamental knowledge and 
                        understanding of education;
                            ``(ii) promoting excellence and equity in 
                        education; and
                            ``(iii) monitoring the state of education.
                    ``(B) The mission of the Office shall be 
                accomplished in collaboration with researchers, 
                teachers, school administrators, parents, students, 
                employers, and policymakers.
    ``(b) Purpose and Structure of Office.--
            ``(1) In general.--The Secretary, acting through the Office 
        of Educational Research and Improvement, shall carry out the 
        policies set forth in subsection (a). In carrying out such 
        policies, the Secretary shall be guided by the priorities 
        established by the Board of Governors established in section 
        405A.
            ``(2) Administrative structure.--The Office shall be 
        administered by the Assistant Secretary and shall include--
                    ``(A) the National Educational Research Policy and 
                Priorities Board established by section 405A;
                    ``(B) the national research institutes established 
                by section 405B;
                    ``(C) the national education dissemination system 
                established by section 405C;
                    ``(D) the National Library of Education established 
                by section 405D;
                    ``(E) the National Center for Education Statistics 
                established by section 406; and
                    ``(F) such other units as the Secretary deems 
                appropriate to carry out the purposes of the Office.
            ``(3) Priorities in research and development.--The Office 
        shall, in accordance with the provisions of this section, seek 
        to improve education in the United States through concentrating 
        the resources of the Office on the following priority research 
        and development needs:
                    ``(A) The education of at-risk students.
                    ``(B) The education and development of young 
                children.
                    ``(C) Student achievement in elementary and 
                secondary school.
                    ``(D) Postsecondary education, libraries, and 
                lifelong learning for adults.
                    ``(E) The improvement of schools through the 
                restructuring and reform of school governance, 
                policymaking, finance and management at the State, 
                local, school building, and classroom level.
    ``(c) Appointment of Employees.--
            ``(1) In general.--The Assistant Secretary may appoint, for 
        terms not to exceed three years (without regard to the 
        provisions of title 5 of the United States Code governing 
        appointment in the competitive service) and may compensate 
        (without regard to the provisions of chapter 51 and subchapter 
        III of chapter 53 of such title relating to classification and 
        General Schedule pay rates) such scientific or technical 
        employees of the Office as the Assistant Secretary considers 
        necessary to accomplish its functions, provided that--
                    ``(A) at least 60 days prior to the appointment of 
                any such employee, public notice is given of the 
                availability of such position and an opportunity is 
                provided for qualified individuals to apply and compete 
                for such position;
                    ``(B) the rate of basic pay for such employees does 
                not exceed the maximum rate of basic pay payable for 
                positions at GS-15, as determined in accordance with 
                section 5376 of title 5, United States Code;
                    ``(C) the appointment of such employee is necessary 
                to provide the Office with scientific or technical 
                expertise which could not otherwise be obtained by the 
                Office through the competitive service; and
                    ``(D) the total number of such employees does not 
                exceed one-fifth of the number of full-time, regular 
                scientific or professional employees of the Office.
            ``(2) Reappointment of employees.--The Assistant Secretary 
        may reappoint employees described in paragraph (1) upon 
        presentation of a clear and convincing justification of need, 
        for one additional term not to exceed 3 years. All such 
        employees shall work on activities of the Office and shall not 
        be reassigned to other duties outside the Office during their 
        term.
    ``(d) Authority to Publish.--
            ``(1) In general.--The Assistant Secretary is authorized to 
        prepare and publish such information, reports, and documents as 
        may be of value in carrying out the purposes of sections 405 
        through 405D without further clearance or approval by the 
        Secretary or any other office of the Department.
            ``(2) Quality assurance.--In carrying out such authority, 
        the Assistant Secretary shall--
                    ``(A) establish such procedures as may be necessary 
                to assure that all reports and publications issued by 
                the Office are of the highest quality; and
                    ``(B) provide other offices of the Department with 
                an opportunity to comment upon any report or 
                publication prior to its publication when its contents 
                relate to matters for which such office has 
                responsibility.
    ``(e) Biennial Report on Activities of Office.--The Assistant 
Secretary shall transmit to the President and the Congress by not later 
than December 30 of every other year a biennial report which shall 
consist of--
            ``(1) a description of the activities carried out by and 
        through each research institute during the fiscal years for 
        which such report is prepared and any recommendations and 
        comments regarding such activities as the Assistant Secretary 
        considers appropriate;
            ``(2) a description of the activities carried out by and 
        through the national education dissemination system established 
        by section 405C during the fiscal years for which such report 
        is prepared and any recommendations and comments regarding such 
        activities as the Assistant Secretary considers appropriate;
            ``(3) such written comments and recommendations as may be 
        submitted by the Board concerning the activities carried out by 
        and through each of the institutes and the national education 
        dissemination system during the fiscal years for which such 
        report is prepared and how such activities relate to the 
        Research Policies and Priorities Plan developed by the Board;
            ``(4) a description of the coordination activites 
        undertaken pursuant to section 405(f) during the fiscal years 
        for which such report is prepared;
            ``(5) recommendations for legislative and administrative 
        changes necessary to improve the coordination of all 
        educational research, development, and dissemination activities 
        carried out within the Federal Government, particularly within 
        the priority research and development needs identified in 
        section 405(b)(3); and
            ``(6) such additional comments, recommendations, and 
        materials as the Assistant Secretary considers appropriate.
    ``(f) Coordination.--With the advice and assistance of the Board, 
the Assistant Secretary shall establish and maintain an ongoing program 
of activities designed to improve the coordination of education 
research, development, and dissemination and activities within the 
Department and within the Federal Government, particularly within the 
priority research and development needs identified in section 
405(b)(3), in order to--
            ``(1) minimize duplication in education research, 
        development, and dissemination carried out by the Federal 
        Government;
            ``(2) maximize the value of the total Federal investment in 
        education research, development, and dissemination; and
            ``(3) enable all entities engaged in education research, 
        development, and dissemination within the Federal Government to 
        interact effectively as partners and take full advantage of the 
        diverse resources and proficiencies which each entity has 
        available.
    ``(g) Activities Required With Respect to Coordination.--In 
carrying out such program of coordination, the Assistant Secretary 
shall compile (and thereafter regularly maintain) and make available a 
comprehensive inventory of all education research, development, 
dissemination activities, and expenditures being carried out by the 
Federal Government within the priority research and development needs 
identified in section 405(b)(3).
    ``(h) Standards for Conduct and Evaluation of Research.--
            ``(1) In general.--In consultation with the Board, the 
        Assistant Secretary shall develop such standards as may be 
        necessary to govern the conduct and evaluation of all research, 
        development, and dissemination activities carried out by the 
        Office to assure that such activities meet the highest 
        standards of professional excellence. In developing such 
        standards, the Assistant Secetary shall review the procedures 
        utilized by the National Institutes of Health, the National 
        Science Foundation, and other Federal agencies engaged in 
        research and development and shall also actively solicit 
        recommendations from the the National Academy of Sciences, the 
        American Educational Research Association and members of the 
        general public.
            ``(2) Contents of standards.--Such standards shall at a 
        minimum--
                    ``(A) require that a system of peer review be 
                utilized by the Office--
                            ``(i) in reviewing and evaluating all 
                        applications for grants and cooperative 
                        agreements and bids for those contracts which 
                        exceed $100,000;
                            ``(ii) in evaluating and assessing the 
                        performance of all recipients of grants from 
                        and cooperative agreements and contracts with 
                        the Office; and
                            ``(iii) in reviewing and designating 
                        exemplary and promising programs in accordance 
                        with section 405C(d);
                    ``(B)(i) specify the composition of peer review 
                panels, the criteria for the selection of members of 
                such panels, and describe the means by which potential 
                members shall be identified so as to assure that such 
                panels are broadly representative of individuals with 
                expertise in matters relevant to the purposes of each 
                such panel;
                    ``(ii) prohibit the consideration of partisan 
                affiliation in the selection of any member of a peer 
                review panel;
                    ``(iii) describe the general procedures which shall 
                be used by each peer review panel in its operations;
                    ``(iv) prohibit the participation by a member of a 
                peer review panel in the review of any application in 
                which such member has any financial interest; and
                    ``(v) require that transcripts, minutes, and other 
                documents made available to or prepared for or by a 
                peer review panel will be available for public 
                inspection to the extent consistent with the Freedom of 
                Information Act, the Federal Advisory Committee Act, 
                the Privacy Act, and other laws;
                    ``(C)(i) describe the procedures which shall be 
                utilized in evaluating applications for grants, 
                proposed cooperative agreements, and contract bids;
                    ``(ii) specify the criteria and factors which shall 
                be considered in making such evaluations; and
                    ``(iii) provide that any decision to fund a grant, 
                contract, or cooperative agreement out of its order of 
                ranking by a peer review panel shall be first fully 
                justified in writing and that copies of such 
                justification shall be transmitted to the Board, unless 
                such action is required by some other provision of law;
                    ``(D)(i) describe the procedures which shall be 
                utilized in reviewing educational programs which have 
                been identified by or submitted to the Secretary for 
                evaluation in accordance with section 405C(d); and
                    ``(ii) specify the criteria which shall be used in 
                recommending programs as exemplary and promising; and
                    ``(E)(i) require that the performance of all 
                recipients of grants from and contracts and cooperative 
                agreements with the Office shall be periodically 
                evaluated, both during and at the conclusion of their 
                receipt of assistance;
                    ``(ii) describe the procedures and means by which 
                such evaluations shall be undertaken, including--
                            ``(I) the frequency of such evaluations;
                            ``(II) the criteria, outcome measures, and 
                        other factors which shall be taken into 
                        account; and
                            ``(III) measures to assure that on-site 
                        evaluations of performance shall be utilized to 
                        the extent appropriate and whenever 
                        practicable; and
                    ``(iii) provide that the results of such 
                evaluations shall be taken into account prior to any 
                decision to continue, renew, or provide new funding to 
                the entity being reviewed.
            ``(3) Publication and promulgation of standards.--
                    ``(A) The Assistant Secretary shall publish 
                proposed standards--
                            ``(i) which meet the requirements of 
                        subparagraphs (A), (B), and (C) of paragraph 
                        (2) not later than 1 year after the date of the 
                        enactment of the Educational Research, 
                        Development, and Dissemination Excellence Act;
                            ``(ii) which meet the requirements of 
                        paragraph (2)(D) not later than 2 years after 
                        such date; and
                            ``(iii) which meet the requirements of 
                        subparagraph (E) of paragraph (2) not later 
                        than 3 years after such date;
                    ``(B) Following the publication of such proposed 
                standards, the Assistant Secretary shall solicit 
                comments from interested members of the public with 
                respect to such proposed standards for a period of not 
                more than 120 days. After giving due consideration to 
                any comments which may have been received, the 
                Assistant Secretary shall transmit such standards to 
                the Board for its review and approval.
                    ``(C) Upon the approval of the Board, the Assistant 
                Secretary shall transmit final standards to the 
                Secretary which meet the requirements of the particular 
                subparagraphs of paragraph (2) for which they were 
                developed. Such standards shall be binding upon all 
                activities carried out with funds appropriated under 
                section 405.
    ``(i) Additional Responsibilities of the Assistant Secretary.--In 
carrying out the activities and programs of the Office, the Assistant 
Secretary shall--
            ``(1) be guided by the Research Priorities Plan developed 
        by the Board;
            ``(2) ensure that there is broad and regular public and 
        professional involvement from the educational field in the 
        planning and carrying out of the Office's activities, including 
        establishing teacher advisory boards for any program office, 
        program or project of the Office as the Assistant Secretary 
        deems necessary;
            ``(3) ensure that the selection of research topics and the 
        administration of the program are free from undue partisan 
        political influence; and
            ``(4) ensure that all statistics and other data collected 
        and reported by the Office shall be collected, cross-tabulated, 
        analyzed, and reported by sex within race or ethnicity and 
        socioeconomic status whenever feasible (and when such data 
        collection or analysis is not feasible, ensure that the 
        relevant report or document includes an explanation as to why 
        such data collection or analysis is not feasible).
    ``(j) Definitions.--For purposes of this section and sections 405A 
through 405D:
            ``(1) The term `Assistant Secretary' means the Assistant 
        Secretary for Educational Research and Improvement established 
        by section 202 of the Department of Education Organization Act.
            ``(2) The term `at-risk student' means a student who, 
        because of limited English proficiency, poverty, geographic 
        location, or educational or economic disadvantage, faces a 
        greater risk of low educational achievement and has greater 
        potential for dropping out of school.
            ``(3) The term `Board' means the National Educational 
        Research Policy and Priorities Board.
            ``(4) The term `educational research' includes basic and 
        applied research, development, planning, surveys, assessments, 
        evaluations, investigations, experiments, and demonstrations in 
        the field of education and other fields relating to education.
            ``(5) The term `development'--
                    ``(A) means the systematic use, adaptation, and 
                transformation of knowledge and understanding gained 
                from research to create alternatives, policies, 
                products, methods, practices, or materials which can 
                contribute to the improvement of educational practice; 
                and
                    ``(B) includes the design and development of 
                prototypes and the testing of such prototypes for the 
                purposes of establishing their feasibility, 
                reliability, and cost-effectiveness.
            ``(6) The term `technical assistance' means the provision 
        of external assistance to facilitate the adoption or 
        application of the knowledge gained from educational research 
        and development and includes--
                    ``(A) problem analysis and diagnosis;
                    ``(B) assistance in finding, selecting, or 
                designing suitable solutions and approaches to 
                problems;
                    ``(C) training in the installation and 
                implementation of products, programs, policies, 
                practices, or technologies; and
                    ``(D) such other assistance as may be necessary to 
                encourage the adoption or application of such 
                knowledge.
            ``(7) The term `dissemination' means the transfer of 
        knowledge and products gained through research and includes--
                    ``(A) the use of communication techniques to 
                increase awareness of such knowledge and products;
                    ``(B) the provision of comparative and evaluative 
                information necessary to enable educators, school 
                administrators, and others to assess and make informed 
                judgments about the relevance and usefulness of such 
                knowledge and products in specific settings; and
                    ``(C) the provision of technical assistance needed 
                to adapt, apply, and utilize such knowledge and 
                products in specific educational settings.
            ``(8) The term `national education dissemination system' 
        means the activities carried out by the Office of Reform 
        Assistance and Dissemination established by section 405C.
            ``(9) The term `Office' means the Office of Educational 
        Research and Improvement established in section 209 of the 
        Department of Education Organization Act.
            ``(10) The term `national research institute' means an 
        institute established in section 405B.
            ``(11) The terms `United States' and `State' include the 
        District of Columbia and the Commonwealth of Puerto Rico.
    ``(k) Authorization of Appropriations.--
            ``(1) National institutes.--
                    ``(A) For the purpose of carrying out section 405B, 
                there is authorized to be appropriated $37,000,000 for 
                fiscal year 1994.
                    ``(B) For the purpose of carrying out the 
                provisions of section 405B relating to the National 
                Institute for Student Achievement, there are authorized 
                to be appropriated $20,000,000 for fiscal year 1995, 
                and such sums as are necessary for each of fiscal years 
                1996 and 1997.
                    ``(C) For the purpose of carrying out the 
                provisions of section 405B relating to the National 
                Institute for the Education of At-Risk Students, there 
                are authorized to be appropriated $20,000,000 for 
                fiscal year 1995, and such sums as are necessary for 
                each of fiscal years 1996 and 1997.
                    ``(D) For the purpose of carrying out the 
                provisions of section 405B relating to the National 
                Institute for Innovation in Educational Governance, 
                Finance, Policy-Making, and Management, there are 
                authorized to be appropriated $20,000,000 for fiscal 
                year 1995, and such sums as are necessary for each of 
                fiscal years 1996 and 1997.
                    ``(E) For the purpose of carrying out the 
                provisions of section 405B relating to the National 
                Institute for Early Childhood Development and 
                Education, there are authorized to be appropriated 
                $20,000,000 for fiscal year 1995, and such sums as are 
                necessary for each of fiscal years 1996 and 1997.
                    ``(F) For the purpose of carrying out the 
                provisions of section 405B relating to the National 
                Institute of Postsecondary Education, Libraries, and 
                Lifelong Learning, there are authorized to be 
                appropriated $20,000,000 for fiscal year 1995, and such 
                sums as are necessary for each of fiscal years 1996 and 
                1997.
            ``(2) National education dissemination system.--
                    ``(A)(i) For the purpose of carrying out 
                subsections (b)(2) through (g) of section 405C, there 
                are authorized to be appropriated $22,000,000 for 
                fiscal year 1994, and such sums as are necessary for 
                each of the fiscal years 1995 through 1997.
                    ``(ii) Of the amount appropriated under clause (i) 
                for any fiscal year, the Secretary shall make available 
                not less than $7,175,000 to carry out subsection (f) of 
                section 405C (relating to clearinghouses).
                    ``(B) For the purpose of carrying out subsection 
                (h) of section 405C (relating to regional educational 
                laboratories), there are authorized to be appropriated 
                $37,000,000 for fiscal year 1994, and such sums as are 
                necessary for each of the fiscal years 1995 through 
                1997. Of the amounts appropriated under the preceding 
                sentence for a fiscal year, the Secretary shall 
                obligate not less than 25 percent to carry out such 
                purpose with respect to rural areas (including schools 
                funded by the Bureau of Indian Affairs which are 
                located in rural areas).
                    ``(C) For the purpose of carrying out subsection 
                (j) of section 405C (relating to the teacher research 
                dissemination network) there are authorized to be 
                appropriated $30,000,000 for fiscal year 1994, and such 
                sums as are necessary for each of the fiscal years 1995 
                through 1997.
                    ``(D) For the purpose of carrying out subsection 
                (i) of section 405C (relating to the Goals 2000 
                Community Partnerships program), there are authorized 
                to be appropriated $30,000,000 for fiscal year 1994, 
                $50,000,000 for fiscal year 1995, and such sums as are 
                necessary for each of the fiscal years 1996 and 1997.
            ``(3) National educational research policy and priorities 
        board.--Of the amounts appropriated under paragraphs (1) and 
        (2) for any fiscal year, the Secretary shall make available 2 
        percent of such amounts, or $1,000,000, whichever is less, to 
        the Board for the purpose of carrying out section 405A.
            ``(4) Allocations for grants, cooperative agreements, and 
        contracts.--Of the amounts appropriated under paragraph (1) or 
        (2) for any fiscal year, not less than 95 percent shall be 
        expended to carry out the purposes described in such paragraphs 
        through grants, cooperative agreements, or contracts.
            ``(5) Limitations on appropriations.--No amounts are 
        authorized to be appropriated under paragraph (1) or (2) for 
        fiscal year 1995 or any fiscal year thereafter unless the Board 
        has been appointed in accordance with section 405A.
            ``(6) Grant authorized.--From the amounts appropriated 
        under paragraph (1) for fiscal year 1995, the Secretary is 
        authorized, in accordance with the provisions of this 
        paragraph, to award a grant of not more than $5,000,000 to a 
        public or private institution, agency or organization for a 
        period not to exceed five years for the purpose of conducting a 
        State-by-State poll to determine the perceptions of recent 
        graduates of secondary schools, their instructors in 
        institutions of higher education, parents of recent such 
        graduates, and employers of recent such graduates on how well 
        schools have prepared students for further education or 
        employment. The grant shall be awarded on a competitive basis 
        and shall be matched on a two-to-one basis, with the Federal 
        Government contributing one-third of the total costs of the 
        poll.''.

SEC. 212. ASSISTANT SECRETARY FOR EDUCATIONAL RESEARCH AND IMPROVEMENT.

    Subsection (b) of section 202 of the Department of Education 
Organization Act is amended--
            (1) in paragraph (1)--
                    (A) by striking subparagraph (E); and
                    (B) by redesignating subparagraphs (F) and (G) as 
                subparagraphs (E) and (F), respectively; and
            (2) by adding at the end the following new paragraph:
    ``(3) There shall be in the Department an Assistant Secretary for 
Educational Research and Improvement who shall be--
            ``(A) appointed by the President, by and with the consent 
        of the Senate; and
            ``(B) selected in consultation with the National 
        Educational Research Policy and Priorities Board from among 
        individuals who--
                    ``(i) are distinguished educational researchers;
                    ``(ii) have proven management ability; and
                    ``(iii) have substantial knowledge of education 
                within the United States.''.

SEC. 213. SAVINGS PROVISION.

    Notwithstanding any other provision of law, contracts for the 
regional educational laboratories, education resources information 
clearinghouses and research and development centers assisted under 
section 405 of the General Education Provisions Act on the date of the 
enactment of this Act shall remain in effect until the termination date 
of such contracts.

SEC. 214. EXISTING GRANTS AND CONTRACTS.

    Notwithstanding any other provision of law, grants and contracts 
for the research and development centers assisted under section 405 of 
the General Education Provisions Act on the date of enactment of this 
Act shall remain in effect until the termination date of such grants or 
contracts, as the case may be, except that such grants and contracts 
may be extended to implement the provisions of this Act.

   PART B--NATIONAL EDUCATIONAL RESEARCH POLICY AND PRIORITIES BOARD

SEC. 221. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND 
              IMPROVEMENT.

    Part A of the General Education Provisions Act (20 U.S.C. 1221e et 
seq.) is amended by inserting after section 405 the following new 
section:

      ``national educational research policy and priorities board

    ``Sec. 405A. (a) In General.--There is established within the 
Office a National Educational Research Policy and Priorities Board 
(hereafter in this section referred to as the `Board').
    ``(b) Functions.--It shall be the responsibility of the Board, 
acting through the Assistant Secretary--
            ``(1) to determine priorities that should guide the work of 
        the Office and provide guidance to the Congress in its 
        oversight of the Office;
            ``(2) to review and approve standards for the conduct and 
        evaluation of all research, development, and dissemination 
        carried out under the auspices of the Office pursuant to 
        sections 405 through 405C; and
            ``(3) to regularly review, evaluate, and publicly comment 
        upon, the implementation of its recommended priorities and 
        policies by the Department and the Congress.
    ``(c) Research Priorities Plan.--In cooperation with the Assistant 
Secretary, the Board shall--
            ``(1) survey and assess the state of knowledge in education 
        research, development and dissemination to identify disciplines 
        and areas of inquiry within the priority research, development 
        and dissemination needs identified in section 405(b)(3) in 
        which the state of knowledge is insufficient and which warrant 
        further investigation, taking into account the views of both 
        education researchers and practicing educators;
            ``(2) consult with the National Education Goals Panel and 
        other authorities on education to identify national priorities 
        for the improvement of education;
            ``(3) actively solicit recommendations from education 
        researchers, teachers, school administrators, cultural leaders, 
        parents, and others throughout the Nation through such means as 
        periodic regional forums;
            ``(4) provide recommendations for the development, 
        maintenance, and assurance of a strong infrastructure for 
        education, research, and development in the United States; and
            ``(5) on the basis of such recommendations, develop a 
        research priorities program which shall recommend priorities 
        for the investment of the resources of the Office over the next 
        5-, 10-, and 15-year periods, including as priorities those 
        areas of inquiry in which further research, development and 
        dissemination--
                    ``(A) is necessary to attain the goals for the 
                improvement of education identified in paragraph (2);
                    ``(B) promises to yield the greatest practical 
                benefits to teachers and other educators in terms of 
                improving education; and
                    ``(C) will not be undertaken in sufficient scope or 
                intensity by the other Federal and non-Federal entities 
                engaged in education research and development.
    ``(d) Contents of Plan--
            ``(1) In general.--The research and priorities plan 
        described in subsection (c) shall, at a minimum--
                    ``(A) set forth specific objectives which can be 
                expected to be achieved as a result of a Federal 
                investment in the priorities set forth in the plan;
                    ``(B) include recommendations with respect to 
                research and development on cross-cutting issues which 
                should be carried out jointly by 2 or more of the 
                research institutes; and
                    ``(C) include an evaluative summary of the 
                educational research and development activities 
                undertaken by the Federal government during the 
                preceding 2 fiscal years which shall describe--
                            ``(i) what has been learned as a result of 
                        such activities;
                            ``(ii) how such new knowledge or 
                        understanding extends or otherwise relates to 
                        what had been previously known or understood;
                            ``(iii) the implications of such new 
                        knowledge or understanding for educational 
                        practice and school reform; and
                            ``(iv) any development, reform, and other 
                        assistance activities which have utilized such 
                        knowledge or understanding and the effects of 
                        such efforts.
            ``(2) Report.--
                    ``(A) Not later than 6 months after the first 
                meeting of the Board and October 1 of every second year 
                thereafter, the Assistant Secretary shall publish a 
                report specifying the proposed research priorities of 
                the Office and allow a 60-day period beginning on the 
                date of the publication of the report for public 
                comment and suggestions.
                    ``(B) Not later than 90 days after the expiration 
                of the 60-day period referred to in subparagraph (A), 
                the Assistant Secretary shall submit to the President 
                and the Congress a report specifying the research 
                priorities of the Office and any public comment and 
                suggestions obtained under such subparagraph.
    ``(e) Additional Responsibilities of the Board.--It shall also be 
the responsibility of the Board to--
            ``(1) provide advice and assistance to the Assistant 
        Secretary in carrying out the coordination activities described 
        in section 405;
            ``(2) make recommendations to the Assistant Secretary of 
        persons qualified to fulfill the responsibilities of the 
        Director for each research institute established by section 
        405B after making special efforts to identify qualified women 
        and minorities and soliciting and giving due consideration to 
        recommendations from professional associations and interested 
        members of the public;
            ``(3) advise and make recommendations to the President with 
        respect to individuals who are qualified to fulfill the 
        responsibilities of the Assistant Secretary for the Office of 
        Educational Research and Improvement; and
            ``(4) review and approve standards for the conduct and 
        evaluation of research developed by the Assistant Secretary 
        pursuant to subsection (h) of section 405.
    ``(f) Standing Subcommittees.--
            ``(1) Establishment; functions.--The Board shall establish 
        a standing subcommittee for each of the Institutes established 
        by subsection (a) of section 405B and for the Office of Reform 
        Assistance and Dissemination established by subsection (b) of 
        section 405C which shall advise, assist, consult with and make 
        recommendations to the Assistant Secretary, the Board, the 
        Director of such entity and the Congress on matters related to 
        the activities carried out by and through such entities.
            ``(2) Composition.--
                    ``(A) Each standing subcommittee shall consist of 3 
                members of the Board and 6 additional individuals 
                appointed by the Board who have significant experience 
                in and knowledge of the disciplines relevant to the 
                purposes of the entity for which the subcommittee is 
                established.
                    ``(B) The Board shall assure that the membership of 
                each subcommittee includes both educational researchers 
                and persons who are knowledgeable about the research, 
                development and dissemination needs of practitioners, 
                including classroom teachers, school administrators, 
                and members of State or local boards of education.
    ``(g) Powers of the Board.--In carrying out its functions, powers, 
and responsibilities, the Board--
            ``(1) shall, without regard to the provisions of title 5, 
        United States Code, relating to the appointment and 
        compensation of officers or employees of the United States, 
        appoint a director to be paid at a rate not to exceed the rate 
        of basic pay payable for level V of the Executive Schedule who 
        shall assist in carrying out and managing the activities of the 
        Board and perform such other functions the Board determines to 
        be necessary and appropriate;
            ``(2) shall hire its own staff through routine government 
        procedures;
            ``(3) may arrange for the detail of staff personnel and 
        utilize the services and facilities of any agency of the 
        Federal Government;
            ``(4) may enter into contracts, or make other arrangements 
        as may be necessary to carry out its functions;
            ``(5) may review any grant, contract, or cooperative 
        agreement made or entered into by the Office;
            ``(6) may, to the extent otherwise permitted by law, obtain 
        directly from any department or agency of the United States 
        such information as it deems necessary to carry out its 
        responsibilities;
            ``(7) may convene workshops and conferences, collect data, 
        and establish subcommittees which may be composed of members of 
        the Board and nonmember consultants (including employees of the 
        Department) with expertise in the particular area addressed by 
        such subcommittees; and
            ``(8) shall establish such rules and procedures to govern 
        its operations as it considers appropriate, to the extent 
        otherwise permitted by law.
    ``(h) Membership in General.--
            ``(1) Qualifications.--The members of the Board shall be 
        eminent persons who, by virtue of their training, experience, 
        and background, are exceptionally qualified to appraise the 
        educational research and development effort of the Nation and 
        to establish policies and priorities to govern future Federal 
        investment in educational research, development, and 
        dissemination.
            ``(2) Broad representation.--Due consideration shall be 
        given to the gender, race, and ethnicity of appointees to 
        assure that the Board is broadly representative of the 
        diversity of the Nation.
            ``(3) Limitation.--A voting member of the Board may not 
        serve on any other governing or advisory board within the 
        Department of Education.
            ``(4) Conflict of interest.--A voting member of the Board 
        shall be considered a special Government employee for the 
        purposes of the Ethics in Government Act of 1978.
    ``(i) Secretarial Appointments.--The Board shall consist of 18 
members appointed by the Secretary. Of the members of the Board--
            ``(1) seven shall be appointed from among researchers in 
        the field of education who have been nominated by the National 
        Academy of Sciences and the National Academy of Education 
        (giving due consideration to recommendations made by the 
        American Educational Research Association), including persons 
        who are among the leading authorities on early childhood 
        education and the education of at-risk students;
            ``(2) five shall be outstanding field-based professional 
        educators;
            ``(3) one shall be a Chief State School Officer;
            ``(4) one shall be a local education agency school 
        superintendent or principal;
            ``(5) one shall be a member of a State or local board of 
        education or Bureau of Indian Affairs-funded school board;
            ``(6) one shall be a professional librarian, school library 
        media specialist, library administrator, or library science 
        educator;
            ``(7) one shall be a parent with extensive experience in 
        promoting parental involvement in education; and
            ``(8) one shall be an individual from business and industry 
        with significant experience in promoting private sector 
        involvement in education.
    ``(j) Requirements for Nominations by the National Academy of 
Sciences and the National Academy of Education.--
            ``(1) In general.--In making nominations for the members of 
        the Board described in subsection (i)(1), the National Academy 
        of Sciences and the National Academy of Education--
                    ``(A) may not nominate any individual who is an 
                elected officer or employee of such organizations; and
                    ``(B) shall each nominate not less than 5 
                individuals for each of the positions on the Board for 
                which such organization has responsibility for making 
                nominations.
            ``(2) Request for additional nominations.--In the event 
        that the Secretary determines that none of the individuals 
        nominated by the National Academy of Sciences or the National 
        Academy of Education meets the qualifications for membership on 
        the Board specified in subsection (i), the Secretary may 
        request that such organization make additional nominations.
    ``(k) Nominations for Board Membership.--Prior to appointing any 
member of the Board, the Secretary shall actively solicit and give due 
consideration to recommendations of persons qualified for membership on 
the board from the National Education Association, the American 
Federation of Teachers, the National Parent-Teachers Association, the 
American Library Association, the American Association of School 
Administrators, the National Association of State Boards of Education, 
the National Indian School Board Association, the Association of 
Community Tribal Schools, the National Indian Education Association, 
and other education-related organizations and interested members of the 
public.
    ``(l) Ex Officio Members.--The ex officio, nonvoting members of the 
Board shall include the Assistant Secretary and may also include--
            ``(1) the Director of Research for the Department of 
        Defense;
            ``(2) the Director of Research for the Department of Labor;
            ``(3) the Director of the National Science Foundation;
            ``(4) the Director of the National Institutes of Health;
            ``(5) the chair of the National Endowment for the Arts;
            ``(6) the chair of the National Endowment for the 
        Humanities;
            ``(7) the Librarian of Congress; and
            ``(8) the Director of the Office of Indian Education 
        Programs of the Department of the Interior.
    ``(m) Chair.--The Board shall select a Chair from among its 
appointed members who shall serve for a renewable term of 2 years.
    ``(n) Terms of Office.--
            ``(1) In general.--Except as provided in paragraphs (2) and 
        (3), the term of office of each voting member of the Board 
        shall be 5 years.
            ``(2) Exceptions.--
                    ``(A) Any individual appointed to fill a vacancy 
                occurring on the Board prior to the expiration of the 
                term for which the predecessor of the individual was 
                appointed shall be appointed for the remainder of the 
                term. A vacancy shall be filled in the same manner in 
                which the original appointment was made.
                    ``(B) The terms of office of the members of the 
                Board who first take office after the date of the 
                enactment of the Educational Research, Development, and 
                Dissemination Excellence Act shall, as designated by a 
                random selection process at the time of appointment, be 
                as follows:
                            ``(i) 2 years for each of 6 members of the 
                        Board.
                            ``(ii) 3 years for each of 6 members of the 
                        Board.
                            ``(iii) 5 years for each of 6 members of 
                        the Board.
            ``(3) Prohibition on certain consecutive terms.--An 
        individual who has been a member of the Board for 10 
        consecutive years shall thereafter be ineligible for 
        appointment during the 5-year period beginning on the date of 
        the expiration of the 10th year.
    ``(o) Meetings of Board.--
            ``(1) Initial meeting.--The Secretary shall ensure that the 
        first meeting of the Board is held not later than May 15, 1994.
            ``(2) Subsequent meetings.--The Board shall meet quarterly, 
        at the call of the Chair, and when at least one-third of the 
        members of the Board make a written request to meet.
            ``(3) Quorum.--A majority of the Board shall constitute a 
        quorum.
            ``(4) Open meetings.--The Government in the Sunshine Act (5 
        U.S.C. 552b) shall apply to meetings of the Board.''.

                  PART C--NATIONAL RESEARCH INSTITUTES

SEC. 231. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND 
              IMPROVEMENT.

    Part A of the General Education Provisions Act, as amended by 
section 221 of this Act, is amended by inserting after section 405A the 
following new section:

                     ``national research institutes

    ``Sec. 405B. (a) Establishment of Institutes.--In order to fulfill 
the research and development purposes of the Office, and to carry out, 
in accordance with the standards established by the Board, a program of 
high-quality and rigorously evaluated research and development that is 
capable of improving Federal, State, Indian tribal, and local education 
policies and practices, there are established within the Office the 
following institutes:
            ``(1) The National Institute for the Education of At-Risk 
        Students.
            ``(2) The National Institute for Innovation in Educational 
        Governance, Finance, Policy-Making, and Management.
            ``(3) The National Institute for Early Childhood 
        Development and Education.
            ``(4) The National Institute on Student Achievement.
            ``(5) The National Institute on Postsecondary Education, 
        Libraries, and Lifelong Education.
    ``(b) Directors.--
            ``(1) In general.--Each Institute established by subsection 
        (a) shall be headed by a Director who shall be appointed by the 
        Assistant Secretary from among persons who have significant 
        experience and expertise in the disciplines relevant to the 
        purposes of such Institute. Prior to making such appointment, 
        the Assistant Secretary shall solicit and give due 
        consideration to recommendations made by the Board of persons 
        qualfied to fulfill the position.
            ``(2) Term of office.--The Director of each Institute shall 
        serve for a renewable term of 3 years.
            ``(3) Reporting.--Each Director shall report directly to 
        the Assistant Secretary regarding the activities of the 
        Institute and shall work with the other directors to promote 
        research syntheses across the Institutes.
    ``(c) Authorities and Duties.--
            ``(1) In general.--The Assistant Secretary is authorized to 
        conduct research, development, demonstration, and evaluation 
        activities to carry out the purposes for which such Institute 
        was established--
                    ``(A) directly;
                    ``(B) through grants, contracts, and cooperative 
                agreements with institutions of higher education, 
                regional educational laboratories, public and private 
                organizations, institutions, agencies, and individuals, 
                which may include--
                            ``(i) grants to support research and 
                        development centers which are--
                                    ``(I) awarded competitively for a 
                                period of not less than 6 and not more 
                                than 10 years;
                                    ``(II) funded at not less than 
                                $2,000,000 annually in order to support 
                                a full range of basic research, applied 
                                research and dissemination activities, 
                                which may also include development 
                                activities; and
                                    ``(III) established by institutions 
                                of higher education, by institutions of 
                                higher education in consortium with 
                                public agencies or private nonprofit 
                                organizations, or by interstate 
                                agencies established by compact which 
                                operate subsidiary bodies established 
                                to conduct postsecondary educational 
                                research and development;
                            ``(ii) public-private research partnerships 
                        established by a State or local education 
                        agency, Bureau of Indian Affairs-funded school, 
                        or tribal department of education, in concert 
                        with a private organization and a team of 
                        educational researchers, for which the Federal 
                        share shall be limited to not more than 50 
                        percent of the total costs of the project;
                            ``(iii) meritorious unsolicited proposals 
                        for educational research and related 
                        activities;
                            ``(iv) proposals that are specifically 
                        invited or requested by the Assistant 
                        Secretary, on a competitive basis; and
                            ``(v) dissertation grants, awarded for a 
                        period of not more than 2 years and in a total 
                        amount not to exceed $20,000 to graduate 
                        students in the sciences, humanities, and the 
                        arts to support research by such scholars in 
                        the field of education;
                    ``(C) through the provision of technical 
                assistance; and
                    ``(D) through the award of fellowships to support 
                graduate study in educational research by qualified 
                African-American, Hispanic, American Indian and Alaska 
                Native, and other individuals from groups which have 
                been traditionally underrepresented in the field of 
                educational research which shall--
                            ``(i) be awarded on the basis of merit for 
                        a period of 3 years; and
                            ``(ii) provide stipends to each fellow in 
                        an amount which shall be set at a level of 
                        support comparable to that provided by the 
                        National Science Foundation Graduate 
                        Fellowships, except that such amounts shall be 
                        adjusted as necessary so as not to exceed each 
                        fellow's demonstrated level of need.
            ``(2) Scope and focus of activities.--In carrying out the 
        purposes for which each Institute is established, the Assistant 
        Secretary shall--
                    ``(A) maintain an appropriate balance between 
                applied and basic research;
                    ``(B) significantly expand the role of field-
                initiated research in meeting the Nation's education 
                research and development needs by reserving not less 
                than 15 percent of the amounts available to each 
                Institute in any fiscal year to support field-initiated 
                research described in clauses (iii) through (v) of 
                paragraph (1);
                    ``(C) provide for and maintain a stable foundation 
                of long-term research and development on core issues 
                and concerns conducted through university-based 
                research and development centers by reserving not less 
                than one-third of the amounts available to each 
                Institute in any fiscal year to support such research 
                and development centers;
                    ``(D) support and provide research information that 
                leads to policy formation for State legislatures, State 
                and local boards of education and other policy and 
                governing bodies, to assist such entities in 
                identifying and developing effective policies to 
                promote student achievement and school improvement; and
                    ``(E) coordinate the Institute's activities with 
                the activities of the regional educational laboratories 
                and with other educational service organizations in 
                designing the Institute's research agenda and projects 
                in order to increase the responsiveness of such 
                Institute to the needs of teachers and the educational 
                field and to bring research findings directly into 
                schools to ensure greatest access at the local level to 
                the latest research developments.
            ``(3) Requirements regarding financial assistance.--No 
        grant, contract, or cooperative agreement may be made under 
        this section unless--
                    ``(A) sufficient notice of the availability of, and 
                opportunity to compete for, assistance has first been 
                provided to potential applicants through notice 
                published in the Federal Register or other appropriate 
                means;
                    ``(B) it has been evaluated through peer review in 
                accordance with the standards developed pursuant to 
                subsection (h) of section 405;
                    ``(C) it will be evaluated in accordance with the 
                standards developed pursuant to subsection (h) of 
                section 405;
                    ``(D) in the case of a grant, contract, or 
                cooperative agreement which exceeds $500,000 for a 
                single fiscal year or $1,000,000 for more than one 
                fiscal year, the Secretary has complied with the 
                requirements of paragraph (4); and
                    ``(E) in the case of a grant, contract, or 
                cooperative agreement to support a research and 
                development center, all applications for such 
                assistance have been evaluated by independent experts 
                according to standards and criteria which include--
                            ``(i) whether applicants have assembled a 
                        critical mass of high quality researchers 
                        sufficient to achieve the mission of the 
                        center;
                            ``(ii) whether the proposed organizational 
                        structure and arrangements will facilitate 
                        achievement of the mission of the center;
                            ``(iii) whether there is a substantial 
                        staff commitment to the work of the center;
                            ``(iv) whether the directors and staff will 
                        devote adequate time to center activities; and
                            ``(v) review of the contributions of 
                        primary researchers (other than researchers at 
                        the proposed center) to evaluate the 
                        appropriateness of such primary researcher's 
                        experiences and expertise in the context of the 
                        proposed center activities, and the adequacy of 
                        such primary researcher's time commitment to 
                        achievement of the mission of the center.
            ``(4) Board review of certain proposed grant and contract 
        actions.--The Assistant Secretary may not solicit any contract 
        bid or issue a request for proposals or applications for any 
        grant or cooperative agreement the amount of which exceeds 
        $500,000 in any single fiscal year or which exceeds an 
        aggregate amount of $1,000,000 for more than one fiscal year 
        unless the Board has had an opportunity to review such proposed 
        grant, contract, or cooperative agreement action and to provide 
        written comments to the Assistant Secretary with respect to 
        whether--
                    ``(A) the purposes and scope of the proposed action 
                are consistent with the Research Priorities Plan; and
                    ``(B) the methodology and approach of the proposed 
                action are sound and adequate to achieve its stated 
                objectives.
            ``(5) Historically underutilized researchers and 
        institutions.--The Assistant Secretary shall establish and 
        maintain initiatives and programs to increase the participation 
        in the activities of each Institute of groups of researchers 
        and institutions that have been historically underutilized in 
        Federal educational research activities, including--
                    ``(A) researchers who are women, African-American, 
                Hispanic, American Indian and Alaska Native, or other 
                ethnic minorities;
                    ``(B) promising young or new researchers in the 
                field, such as postdoctoral students and recently 
                appointed assistant or associate professors;
                    ``(C) historically black colleges and universities, 
                tribally controlled community colleges, and other 
                institutions of higher education with large numbers of 
                minority students;
                    ``(D) institutions of higher education located in 
                rural areas; and
                    ``(E) institutions and researchers located in 
                States and regions of the Nation which have 
                historically received the least Federal support for 
                educational research and development.
            ``(6) Additional authorities.--The Assistant Secretary--
                    ``(A) may obtain (in accordance with section 3109 
                of title 5 but without regard to the limitation in such 
                section on the period of service) the services of 
                experts or consultants with scientific or professional 
                qualifications in the disciplines relevant to the 
                purposes of such Institute;
                    ``(B) may use, with their consent, the services, 
                equipment, personnel, information, and facilities of 
                other Federal, State, or local public agencies, with or 
                without reimbursement therefor;
                    ``(C) may accept voluntary and uncompensated 
                services; and
                    ``(D) may accept unconditional gifts made to the 
                Office to support its activities.
    ``(d) National Institute for the Education of At-Risk Students.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) The rate of decline in our urban schools is 
                escalating at a rapid pace. Student performance in most 
                inner city schools grows worse each year. At least half 
                of all students entering ninth grade fail to graduate 4 
                years later and many more students from high-poverty 
                backgrounds leave school with skills that are 
                inadequate for today's workplace. In 1988 the average 
                National Assessment of Educational Progress (NAEP) 
                reading score of white 17 year-olds was approximately 
                20 points higher than that of African-American 17 year-
                olds and 25 points higher than that of Hispanic 17 
                year-olds. None of the existing Federal educational 
                research and development programs are adequately 
                addressing this obvious emergency.
                    ``(B) Rural schools enroll a disproportionately 
                large share of the Nation's poor and at-risk students 
                and yet often lack the means to address effectively the 
                needs of these children. Intensive efforts must be made 
                to overcome the problems of geographic isolation, 
                declining population, inadequate financial resources 
                and other impediments to the educational success of 
                children residing in rural areas.
                    ``(C) By the year 2000, an estimated 3.4 million 
                school age children with limited English language 
                proficiency will be entering the school system. The 
                Federal Government must develop effective policies and 
                programs to address the educational needs of this 
                growing population of children who are at increased 
                risk for educational failure.
                    ``(D) An educational emergency exists in those 
                urban and rural areas where there are large 
                concentrations of children who live in poverty. The 
                numbers of educationally disadvantaged children will 
                substantially increase by the year 2020, when the 
                number of impoverished children alone will be 16.5 
                million, a 33 percent increase over the 12.4 million 
                children in poverty in 1987.
                    ``(E) American Indian and Alaska Native students 
                are keenly at-risk of educational failure, with 
                demonstrated high dropout, illiteracy and poverty 
                rates, and cultural, linguistic, social and geographic 
                isolation. The estimated 400,000 Indian and Alaska 
                Native student population from over 500 Indian and 
                Alaska Native tribes, is small and scattered throughout 
                remote reservations and villages in 32 States, and in 
                off-reservation rural and urban communities where 
                Indians constitute but a small percentage of public 
                school student bodies. To meaningfully address the 
                special educational needs of this historically under-
                served population, the existing research and 
                development system must be opened to Indian and Alaska 
                Native people to identify needs and design ways to 
                address such needs.
                    ``(F) Minority scholars as well as institutions and 
                groups that have been historically committed to the 
                improvement of the education of at-risk students need 
                to be more fully mobilized in the effort to develop a 
                new generation of programs, models, practices, and 
                schools capable of responding to the urgent needs of 
                students who are educationally at-risk.
            ``(2) Purpose.--It shall be the purpose of the Institute 
        for the Education of At-Risk Students to carry out a 
        coordinated and comprehensive program of research and 
        development to provide nonpartisan, research-based leadership 
        to the Nation as it seeks to improve educational opportunities 
        for students who are at-risk for educational failure, 
        particularly children who reside in inner city and rural areas, 
        and on Indian reservations, and children of limited English 
        proficiency. Such program shall--
                    ``(A) undertake research necessary to provide a 
                sound basis from which to identify, develop, evaluate, 
                and assist others to replicate and adapt interventions, 
                programs, and models which promote greater achievement 
                and educational success by at-risk students, such as--
                            ``(i) methods of instruction and 
                        educational practices (including community 
                        services) which improve the achievement and 
                        retention of at-risk students;
                            ``(ii) means by which parents and community 
                        resources and institutions (including cultural 
                        institutions) can be utilized to support and 
                        improve the achievement of at-risk students;
                            ``(iii) the training of teachers and other 
                        educational professionals and paraprofessionals 
                        to work more effectively with at-risk students;
                            ``(iv) the most effective uses of 
                        technology in the education of at-risk 
                        students;
                            ``(v) programs designed to promote gender 
                        equity in schools that serve at-risk students; 
                        and
                            ``(vi) methods of assessing the achievement 
                        of students which are sensitive to cultural 
                        differences, provide multiple methods of 
                        assessing student learning, support student 
                        acquisition of higher order capabilities, and 
                        enable identification of the effects of 
                        inequalities in the resources available to 
                        support the learning of children throughout the 
                        Nation; and
                    ``(B) maximize the participation of those schools 
                and institutions of higher education that serve the 
                greatest number of at-risk students in inner city and 
                rural areas, and on Indian reservations, including 
                model collaborative programs between schools and school 
                systems, institutions of higher education, cultural 
                institutions, and community organizations.
            ``(3) Comprehensive research program.--The Institute shall 
        support a diverse and comprehensive program of research and 
        development which shall include research related to the 
        educational needs of--
                    ``(A) at-risk students who reside in urban areas;
                    ``(B) at-risk students who reside in rural areas;
                    ``(C) children with limited English language 
                proficiency; and
                    ``(D) Indian and Alaska Native students.
            ``(4) Consultation with indian and alaska native 
        educators.--All research and development activities supported 
        by the Institute which relate to the education of Indian and 
        Alaska Native students shall be developed in close consultation 
        with Indian and Alaska Native researchers and educators, 
        tribally controlled community colleges, tribal departments of 
        education, and others with expertise in the needs of Indian and 
        Native Alaska students.
    ``(e) National Institute for Innovation in Educational Governance, 
Finance, Policy-Making, and Management.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) Many elementary and secondary schools in the 
                United States--
                            ``(i) are structured according to models 
                        that are ineffective and rely on notions of 
                        management and governance that may be outdated 
                        or insufficient for the challenges of the next 
                        century; and
                            ``(ii) are unsuccessful in equipping all 
                        students with the knowledge and skills needed 
                        to succeed as citizens and in the working 
                        world.
                    ``(B) New approaches are needed in the governance 
                and management of elementary and secondary education 
                with the United States at the State, local, school 
                building and classroom level.
                    ``(C) Not enough is known about the effects of 
                various systems of school governance and management on 
                student achievement to provide sound guidance to 
                policymakers as they pursue school restructuring and 
                reform.
                    ``(D) A concentrated Federal effort is needed to 
                support research, development, demonstration, and 
                evaluation of approaches to school governance, finance 
                and management which promise to improve education 
                equity and excellence throughout the Nation.
            ``(2) Purpose.--It shall be the purpose of the National 
        Institute on Innovation in Educational Governance, Finance, 
        Policy-Making, and Management to carry out a coordinated and 
        comprehensive program of research and development to provide 
        nonpartisan, research-based leadership to the Nation as it 
        seeks to improve student achievement through school 
        restructuring and reform. Such program shall--
                    ``(A) undertake research necessary to provide a 
                sound basis from which to identify, develop and 
                evaluate approaches in governance, finance, policy-
                making, and management at the State, local, tribal, 
                school building and classroom level which promise to 
                improve educational equity and excellence, such as--
                            ``(i) open enrollment programs, magnet 
                        schools and other systems through which parents 
                        may select the public schools and educational 
                        programs in which their children are enrolled;
                            ``(ii) innovative school design, including 
                        lengthening the school day and the school year, 
                        reducing class size and building professional 
                        development into the weekly school schedule;
                            ``(iii) effective approaches to organizing 
                        learning;
                            ``(iv) effective ways of grouping students 
                        for learning so that a student is not labeled 
                        or stigmatized in ways that may impede such 
                        student's achievement;
                            ``(v) effective approaches to organizing, 
                        structuring, and financing vocational 
                        education;
                            ``(vi) the provision of financial and other 
                        rewards and incentives based on performance to 
                        improve student achievement;
                            ``(vii) the use of regulatory flexibility 
                        on the State or district level to promote 
                        innovation and school restructuring;
                            ``(viii) school-based management;
                            ``(ix) the restructuring of school finance 
                        systems at the State and local level to promote 
                        greater equity in the distribution of resources 
                        for education and to maximize the allocation of 
                        such resources to support direct learning;
                            ``(x) expanding the role of teachers in 
                        policymaking and administration at the school 
                        and district-wide level;
                            ``(xi) programs designed to increase the 
                        involvement of parents and families in the 
                        management and governance of schools and the 
                        education of their children;
                            ``(xii) effective approaches to increasing 
                        the representation of women and minorities 
                        among leadership and management positions in 
                        education;
                            ``(xiii) approaches to systemic reforms 
                        involving the coordination of multiple policies 
                        of each level of government to promote higher 
                        levels of student achievement;
                            ``(xiv) approaches to coordinated services 
                        for children; and
                            ``(xv) policies related to school to work 
                        transitions and preparing noncollege-bound 
                        students; and
                    ``(B) undertake research and development activities 
                necessary to provide information on the skills required 
                for successful educational leadership at the State, 
                tribal, and local level and to enhance the ability of 
                school leaders and administrators to improve the 
                educational environment for all students.
            ``(3) Research on educational choice.--In carrying out the 
        duties of the Institute, the Assistant Secretary shall conduct 
        or support research on whether and to what extent the quality 
        of education in the United States would be improved by 
        providing public funds to parents for the costs of attendance 
        of their children at the elementary and secondary schools of 
        the parents' choice.
    ``(f) National Institute for Early Childhood Development and 
Education.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) The Nation has set as a goal that all 
                children should arrive at school ready to learn.
                    ``(B) Despite efforts to expand and improve 
                preschool programs, many children still reach school 
                age unprepared to benefit from formal education 
                programs.
                    ``(C) Early intervention for disadvantaged children 
                from conception to age five has been shown to be a 
                highly cost-effective strategy for reducing later 
                expenditures on a wide variety of health, 
                developmental, and educational problems that often 
                interfere with learning. Long-term studies of the 
                benefits of preschool education have a demonstrated 
                return on investment ranging from three to six dollars 
                for every one dollar spent.
                    ``(D) The Federal government should play a central 
                role in providing research-based information on early 
                childhood education models which enhance children's 
                development and ultimately their success in school.
            ``(2) Purpose.--The purpose of the National Institute for 
        Early Childhood Development and Education is to carry out a 
        comprehensive program of research and development to provide 
        nonpartisan, research-based leadership to the Nation as it 
        seeks to improve early childhood development and education. 
        Such program shall identify, develop, evaluate, and assist 
        others to replicate sound policies and practices that may 
        include--
                    ``(A) social and educational development of all 
                infants, toddlers, and preschool children;
                    ``(B) the role of parents and the community in 
                promoting the successful social and educational 
                development of children from birth to age five;
                    ``(C) training and preparation of teachers and 
                other professional and paraprofessional preschool and 
                child care workers;
                    ``(D) the structure and environment of early 
                childhood education and child care settings which lead 
                to improved social and educational development;
                    ``(E) practices and approaches which sustain the 
                benefits of effective preschool and child care 
                programs;
                    ``(F) effective learning methods and curriculum for 
                early childhood learning, including access to current 
                materials in libraries;
                    ``(G) the importance of family literacy and 
                parental involvement in student learning;
                    ``(H) the impact that outside influences have on 
                learning, including television, and drug and alcohol 
                abuse; and
                    ``(I) methods for integrating learning in settings 
                other than the classroom, such as within families and 
                communities, with a special emphasis on character 
                development and the value of hard work.
            ``(3) Certain requirements.--In carrying out the activities 
        of the Institute, the Assistant Secretary shall--
                    ``(A) place special emphasis on the special early 
                childhood education needs of at-risk children, children 
                with disabilities, and girls; and
                    ``(B) ensure that its research and development 
                program provides information that can be utilized in 
                improving the major Federal early childhood education 
                programs, including Head Start, Even Start, chapter 1 
                preschool programs, and part H of the Individuals with 
                Disabilities Education Act, and Bureau of Indian 
                Affairs early childhood development programs.
    ``(g) National Institute on Student Achievement.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) The current achievement levels of students in 
                the Nation are far below those that might indicate 
                competency in challenging subject matter in English, 
                mathematics, science, history, and geography and other 
                areas, or across the subject areas.
                    ``(B) Very few students demonstrate that they can 
                use their minds well. In recent assessments, more 
                students are gaining basic skills, yet fewer are 
                demonstrating a grasp of higher-level applications of 
                those skills.
                    ``(C) During the past 20 years, relatively little 
                has changed in how students are taught. Despite much 
                research suggesting better alternatives, classrooms are 
                still dominated by textbooks, teacher lectures, and 
                short-answer activity sheets and unequal patterns of 
                student attention.
                    ``(D) Despite progress in narrowing the gaps, the 
                differences in performance between white students and 
                their minority counterparts remain unacceptably large. 
                While progress has been made in reducing the gender gap 
                in mathematics, it still remains at higher levels of 
                problem solving. Too little progress has been made in 
                reducing gender performance gaps favoring males in 
                science and females in writing.
            ``(2) Purpose.--The purpose of the National Institute on 
        Student Achievement is to carry out a coordinated and 
        comprehensive program of research and development to provide 
        research-based leadership to the Nation as it seeks to improve 
        student achievement in English, mathematics, science, history, 
        geography, and other subject areas and across the boundaries of 
        the subject areas. Such program shall--
                    ``(A) identify, develop, and evaluate innovative 
                and exemplary methods to improve student knowledge at 
                all levels in English, mathematics, science, history, 
                geography, civics and government, foreign languages, 
                arts and humanities, economics, and other subject 
                areas, such as--
                            ``(i) student learning and assessment in 
                        various subject matters;
                            ``(ii) the effects of organizational 
                        patterns on the delivery of instruction, 
                        including issues of grouping and tracking, 
                        ungraded classrooms, and on the effects of 
                        various pedagogies, including the issues of 
                        technology in education;
                            ``(iii) the best methods of teacher 
                        preparation;
                            ``(iv) methods to improve the process of 
                        reading, the craft of writing, the growth of 
                        reasoning skills, and the development of 
                        information-finding skills;
                            ``(v) enabling students to develop higher 
                        order thinking skills;
                            ``(vi) methods to teach effectively all 
                        students in mixed-ability classrooms;
                            ``(vii) curriculum, instruction, and 
                        assessment, in vocational education;
                            ``(viii) the impact and effectiveness of 
                        Federal, State, and local efforts to provide 
                        gender-fair educational opportunities to 
                        elementary and secondary students; and
                            ``(ix) programs, policies, approaches which 
                        promote gender equity in elementary and 
                        secondary education;
                    ``(B) conduct basic and applied research in the 
                areas of human learning, cognition, and performance, 
                including research and development on the education 
                contexts which promote excellence in learning and 
                instruction, and motivational issues which provide a 
                key to learning;
                    ``(C) identify, develop, and evaluate programs 
                designed to enhance academic achievement and narrow 
                racial and gender performance gaps in a variety of 
                subject areas, including research and development on 
                methods of involving parents in their children's 
                education and ways to involve business, industry and 
                other community partners in promoting excellence in 
                schools; and
                    ``(D) include a comprehensive, coordinated program 
                of research and development in the area of assessment 
                which--
                            ``(i) addresses such issues as--
                                    ``(I) the validity, reliability, 
                                generalizability, fairness, costs, 
                                relative merits, and most appropriate 
                                uses of various approaches and methods 
                                of assessing student learning and 
                                achievement;
                                    ``(II) methods and approaches to 
                                assessing student opportunities to 
                                learn (including the quality of 
                                instruction and the availability of 
                                resources necessary to support 
                                learning) and evaluating the quality of 
                                school environment;
                                    ``(III) the design, development, 
                                evaluation, and validation of model 
                                performance-based and other alternative 
                                or innovative formats or uses of 
                                assessments;
                                    ``(IV) the impact of high-stakes 
                                uses of assessment on student 
                                performance and motivation, narrowing 
                                of curriculum, teaching practices, and 
                                test integrity;
                                    ``(V) the fairness and impact of 
                                various methods of assessment on 
                                children of different races, 
                                ethnicities, gender, socioeconomic 
                                status, English language proficiencies, 
                                and children with other special needs;
                                    ``(VI) standards of performance, 
                                quality, and validity for various 
                                methods of assessment and the means by 
                                which such standards should be 
                                developed;
                                    ``(VII) current and emerging 
                                testing practices of State and local 
                                education agencies within the United 
                                States, as well as other nations;
                                    ``(VIII) the diverse effects, both 
                                intended and unintended, of assessments 
                                as actually used in the schools, 
                                including effects on curriculum and 
                                instruction, effects on equity in the 
                                allocation of resources and 
                                opportunities, effects on equity of 
                                outcomes, effects on other procedures 
                                and standards for judging students and 
                                practitioners and possible inflation of 
                                test scores;
                                    ``(IX) identifying and evaluating 
                                how students with limited English 
                                language proficiency and students with 
                                disabilities are included and 
                                accommodated in the various assessment 
                                programs of State and local education 
                                agencies; and
                                    ``(X) the feasibility and validity 
                                of comparing or equating the results of 
                                different assessments;
                            ``(ii) reflects recommendations made by the 
                        National Education Goals Panel (provided such 
                        panel has been authorized by law);
                            ``(iii) complies with the `Standards for 
                        Educational and Psychological Tests' developed 
                        by the American Psychological Association, the 
                        National Council on Measurement in Education, 
                        and the American Educational Research 
                        Association;
                            ``(iv) is consistent with the `Criteria for 
                        Evaluation of Student Assessment Systems' 
                        developed by the National Forum on Assessment; 
                        and
                            ``(v) complies with the `Code of Fair 
                        Testing Practices in Education' developed by 
                        the Joint Committee on Testing Practices.
        For purposes of this subparagraph, the term `development' means 
        the development of prototypes for the purposes of research and 
        evaluation.
    ``(h) National Institute for Postsecondary Education, Libraries, 
and Lifelong Learning.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) The American system of postsecondary 
                education is foremost in the world in its achievement 
                of both academic excellence and equity in access, but 
                maintaining that preeminence requires renewed efforts 
                to strengthen the quality of postsecondary education. 
                Disappointing student performance on achievement tests 
                and licensure examinations, declining rates of 
                persistence and completion among minorities, and other 
                troubling trends in the quality of postsecondary 
                education must be addressed by the Nation as part of 
                its overall drive to improve American education.
                    ``(B) The need to improve our Nation's economic 
                productivity to meet the competitive challenges of a 
                new, international economy, coupled with high levels of 
                mobility in the United States labor market and 
                demographic changes in the workforce, now demands more 
                and higher quality programs of learning and training in 
                the American workplace.
                    ``(C) The more than 1,000,000 men and women 
                incarcerated in the Nation's prisons and jails are 
                among the most severely educationally disadvantaged in 
                the United States, with high rates of functional 
                illiteracy and extremely low levels of educational 
                attainment. Since an estimated 90 percent of these 
                individuals are expected to be released by the end of 
                the decade, the Nation must act to assure that our 
                correctional system has the means to equip these 
                Americans with the knowledge and skills they will need 
                to participate productively in our society.
                    ``(D) The development of a `Nation of Students' 
                capable of and committed to the pursuit of formal and 
                informal lifelong learning is essential to sustain both 
                national and individual economic success and to provide 
                a nurturing environment in which all children and youth 
                can learn and achieve. Historically the most effective 
                community resource for lifelong learning, the Nation's 
                public library system must expand and restructure its 
                delivery of services to take full advantage of the 
                potential of new information technologies to meet the 
                needs of learning communities.
            ``(2) Purpose.--The purpose of the National Institute for 
        Postsecondary Education, Libraries, and Lifelong Learning is to 
        promote greater coordination of Federal research and 
        development on issues related to adult learning and to carry 
        out a program of research and development in adult learning to 
        provide nonpartisan, research-based leadership to the Nation as 
        it seeks to improve libraries, postsecondary education, and 
        lifelong learning throughout the United States. Such program--
                    ``(A) shall promote greater coordination, 
                cooperation, and interaction among entities within the 
                Federal Government which support research and 
                development related to postsecondary education, 
                libraries, and lifelong learning;
                    ``(B) shall enable greater collaboration among 
                entities within the Federal Government which support 
                research and development related to postsecondary 
                education, libraries, and lifelong learning by 
                supporting research and development projects which are 
                carried out jointly by such entities;
                    ``(C) shall support research and development in 
                those areas of postsecondary education, libraries, and 
                lifelong learning which are not being addressed 
                sufficiently by other entities within the Federal 
                Government;
                    ``(D) may include basic and applied research, 
                development, replication, and evaluation activities in 
                such areas as--
                            ``(i) methods of assessing and evaluating 
                        individual, program, and institutional 
                        performance;
                            ``(ii) the uses and applications of new 
                        technologies to improve program effectiveness 
                        and enhance student learning;
                            ``(iii) practices, policies, and programs 
                        which address the unique needs of adult 
                        learners, including--
                                    ``(I) institutional and classroom 
                                policies and practices at the 
                                postsecondary level necessary to 
                                improve matriculation, persistence, 
                                achievement and graduation by students 
                                who are economically disadvantaged, 
                                ethnic and racial minorities, women, 
                                older, working, and who have children;
                                    ``(II) instructional practices and 
                                programs which are effective in 
                                correctional settings;
                                    ``(III) new models of service 
                                delivery for public library systems 
                                which expand opportunities for lifelong 
                                learning;
                                    ``(IV) effective programs and 
                                approaches which promote greater access 
                                to and success by minorities in 
                                postsecondary programs which prepare 
                                them for scientific, technical, 
                                teaching, and health career fields;
                                    ``(V) effective approaches to work-
                                based learning; and
                                    ``(VI) the most effective training 
                                methods for adults to upgrade education 
                                and vocational skills;
                            ``(iv) the effectiveness of Historically 
                        Black Colleges and Universities, Tribally-
                        Controlled Indian Community Colleges, women's 
                        colleges, and other special mission 
                        institutions in fulfilling their mission of 
                        providing access and equal opportunity in 
                        higher education;
                            ``(v) the quality of higher education at 
                        all levels and the roles and responsibilities 
                        of regional and national accrediting agencies 
                        in assuring the quality and relevance of 
                        academic goals and objectives established by 
                        institutions of higher education;
                            ``(vi) approaches to improving the 
                        productivity of colleges, community colleges, 
                        universities, and other postsecondary 
                        institutions;
                            ``(vii) financial barriers to postsecondary 
                        educational opportunity, including--
                                    ``(I) the role of Federal programs 
                                authorized under title IV of the Higher 
                                Education Act and State grant and work 
                                programs in mitigating such barriers;
                                    ``(II) the impact of the rising 
                                total cost of postsecondary education 
                                on access to higher education; and
                                    ``(III) the extent and impact of 
                                student reliance on loans to meet the 
                                costs of higher education;
                            ``(viii) opportunities for adults to 
                        continue their education beyond higher 
                        education and graduate school, in the context 
                        of lifelong learning and information-finding 
                        skills; and
                            ``(ix) preparing students for a lifetime of 
                        work, the ability to adapt through retraining 
                        to the changing needs of the work force and the 
                        ability to learn new tasks.
            ``(3) Involvement of certain agencies and organizations.--
        In promoting coordination and collaboration on research and 
        development on issues related to postsecondary education, 
        libraries, and lifelong learning, the Institute shall, as 
        appropriate, seek the involvement of--
                    ``(A) within the Department of Education--
                            ``(i) the Office of Library Programs;
                            ``(ii) the Office of Correctional 
                        Education;
                            ``(iii) the Office of Vocational and Adult 
                        Education;
                            ``(iv) the National Institute on Disability 
                        and Rehabilitation Research; and
                            ``(v) the Office of Postsecondary 
                        Education;
                    ``(B) the National Institute for Literacy;
                    ``(C) the National Board for Professional Teaching 
                Standards;
                    ``(D) the Employment and Training Administration of 
                the Department of Labor;
                    ``(E) the Administration for Children and Families 
                within the Department of Health and Human Services;
                    ``(F) the National Institutes of Health;
                    ``(G) the National Endowment for Humanities;
                    ``(H) the National Endowment for the Arts;
                    ``(I) the Bureau of Prisons of the Department of 
                Justice;
                    ``(J) the Department of Commerce;
                    ``(K) the Department of Defense; and
                    ``(L) the Office of Indian Education Programs of 
                the Department of the Interior.
            ``(4) In addition to the responsibilities described in 
        paragraph (2), the Assistant Secretary shall ensure that the 
        activities of the existing National Center on Literacy are 
        fully coordinated with those of the National Institute for 
        Literacy.
    ``(i) Coordination of Research on Cross-Cutting Issues.--The 
Assistant Secretary shall promote the coordination of research and 
development activities among the Institutes established by subsection 
(a) to investigate those cross-cutting disciplines and areas of 
inquiry, such as assessment, the use of technology and the training of 
teachers and school administrators, which are relevant to the missions 
of more than one of the Institutes. Such activities shall--
            ``(1) address cross-cutting disciplines and areas of 
        inquiry which have been proposed by the Assistant Secretary and 
        are consistent with the research priorities identified by the 
        Board;
            ``(2) be carried out jointly (1) by any one of the 
        Institutes and--
                    ``(A) one (or more) of the Institutes;
                    ``(B) the National Center for Education Statistics; 
                or
                    ``(C) any research and development entity 
                administered by other offices of the Department of 
                Education or by any other Federal agency or Department; 
                and
            ``(3) meet all the standards set by the Assistant Secretary 
        and the Board for other research and development conducted by 
        the Office.
    ``(j) Program on Teaching and Teacher Education.--
            ``(1) In general.--The Assistant Secretary, in accordance 
        with the requirements of this subsection, shall undertake a 
        comprehensive, coordinated program of research in the area of 
        teaching, teacher education, and professional development.
            ``(2) Certain purposes of program.--In carrying out the 
        program established under paragraph (1), the Assistant 
        Secretary shall conduct, directly or through grants and 
        contracts, basic and applied research and analytical activities 
        to further knowledge about, make recommendations, and improve--
                    ``(A) the ability of classroom teachers and schools 
                to assist new and diverse populations of students in 
                successfully assimilating into the classroom 
                environment;
                    ``(B) the working conditions of teachers and other 
                educational practitioners, which may include such 
                topics as--
                            ``(i) teacher isolation;
                            ``(ii) professional resources available to 
                        teachers;
                            ``(iii) continuing educational and 
                        professional opportunities available to 
                        teachers;
                            ``(iv) physical facilities and equipment, 
                        such as office space, telephone, computer 
                        access, and fax machines and television cable 
                        access available to teachers in the work 
                        environment;
                            ``(v) opportunities for teachers to share 
                        information and resources with other teachers 
                        and education professionals;
                            ``(vi) opportunities for advanced learning 
                        experience; and
                            ``(vii) the reduction of stress in the 
                        teaching profession;
                    ``(C) institutional program renewal and 
                instruction;
                    ``(D) restructuring of State certification of 
                teachers and teacher education standards; and
                    ``(E) assisting in the development of teacher 
                certification standards by Indian tribal departments of 
                education.
            ``(3) Certain activities.--In carrying out the program 
        established under paragraph (1), the Assistant Secretary--
                    ``(A) shall work with institutions of higher 
                education engaged in the preparation of teachers and 
                professional organizations of teacher educators and 
                practitioners to encourage institutional program 
                renewal and restructuring;
                    ``(B) may conduct, directly or through grants and 
                contracts research on--
                            ``(i) effective and reflective teaching for 
                        the preparation and continuing education of 
                        teachers;
                            ``(ii) the use of computing and multi-made 
                        technology to advance the understanding and 
                        abilities of teacher educators and classroom 
                        teachers;
                            ``(iii) the development and appraisal of 
                        curriculum and curriculum materials for the 
                        initial and continuing education of teachers 
                        and teacher educators; and
                            ``(iv) strengthening the evaluation and 
                        dissemination of information on programs for 
                        continuing professional education and renewal 
                        of those who educate teachers for initial or 
                        advanced licensure or certification; and
                    ``(C) shall work with the national regional 
                education laboratories, the ERIC clearinghouses, 
                national education research library, and the National 
                Center for Education Statistics to maximize information 
                available, to prevent unnecessary duplication of 
                efforts and resources, and to ensure the results of the 
                centers work are widely available.
    ``(k) Research on Educational Technology.--The Assistant Secretary 
shall undertake a comprehensive, coordinated program of research and 
development in the area of the uses and applications of technology in 
education. Such program--
            ``(1) may support basic and applied research and 
        development, analysis, evaluation in the area of the uses and 
        applications of technology to education, including--
                    ``(A) the capabilities of current and emerging 
                technologies and their possible uses in education;
                    ``(B) the uses and applications of technology--
                            ``(i) to improve instruction within all 
                        content areas in the school curriculum;
                            ``(ii) to educate more effectively at-risk 
                        students and other students with special needs;
                            ``(iii) to improve education in rural 
                        communities and other remote areas;
                            ``(iv) to improve the assessment of student 
                        learning and achievement;
                            ``(v) to deliver preservice and inservice 
                        training for teachers, librarians, and school 
                        administrators; and
                            ``(vi) to deliver and improve professional 
                        development and continuing education programs;
                    ``(C) the cost and educational effectiveness of 
                technologies used in education;
                    ``(D) effective models and approaches for providing 
                the preservice and inservice training and technical 
                assistance necessary to enable teachers, librarians, 
                and school administrators, cultural organizations, and 
                others to use technology effectively in education;
                    ``(E) the identification of barriers to greater use 
                of technologies in education and potential approaches 
                to eradicating or mitigating such barriers;
                    ``(F) methods and approaches which can be utilized 
                by teachers, school administrators, and education 
                policymakers, and educational programs in cultural 
                institutions to evaluate the quality and most 
                appropriate uses of software and other technologies 
                designed for use in education; and
                    ``(G) approaches to organizing and managing schools 
                and classrooms to make the most effective use of 
                technology in education; and
            ``(2) shall be coordinated with related research and 
        development activities undertaken by the Office of Special 
        Education Programs, the National Science Foundation, the 
        Department of Defense, and other Federal agencies.
    ``(l) Transitional Provisions.--
            ``(1) Temporary reorganizations.--Upon the enactment of the 
        Educational Research, Development and Dissemination Excellence 
        Act, the Secretary shall reorganize the research and 
        development functions and activities of the Office into 
        administrative units the purposes of which shall be the same as 
        those for each of the national research institutes established 
        in subsection (a). Such administrative units shall be 
        responsible for planning and providing for the establishment of 
        such institutes and shall cease to exist on the dates upon 
        which each of the relevant institutes is established. The 
        provisions of subsection (c) (relating to authorities and 
        duties) shall apply to all activities undertaken by each such 
        administrative unit.
            ``(2) Dates for establishment of institutes.--The National 
        Institute for the Education of At-Risk Students, the National 
        Institute for Innovation in Educational Governance, Finance, 
        Policy-Making, and Management, the National Institute for Early 
        Childhood Development and Education, the National Institute on 
        Student Achievement, and the National Institute on 
        Postsecondary Education, Libraries, and Lifelong Learning shall 
        each be established effective October 1, 1994.''.

            PART D--NATIONAL EDUCATION DISSEMINATION SYSTEM

SEC. 241. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND 
              IMPROVEMENT.

    Part A of the General Education Provisions Act, as amended by 
section 231 of this Act, is amended by inserting after section 405B the 
following new section:

               ``national education dissemination system

    ``Sec. 405C. (a) In General.--
            ``(1) Findings.--The Congress finds as follows:
                    ``(A) In order to improve the American educational 
                system for all students, achieve the national education 
                goals, and provide for greater educational equity, 
                policymakers, administrators, teachers, and parents 
                must have ready access to the best information and 
                methods available as a result of educational research 
                and development.
                    ``(B) The Office of Educational Research and 
                Improvement should have as one of its primary purposes 
                the dissemination of such information and methods in 
                order to assist the national education reform effort.
                    ``(C) All current resources within the Office, the 
                Department, and other agencies that can help accomplish 
                this goal should be coordinated by the Assistant 
                Secretary so as to form a systematic process to 
                accomplish these objectives.
                    ``(D) Education research has the capacity to 
                improve teaching and learning in our Nation's schools, 
                however, teachers need training in the developmental 
                skills necessary to translate research into practice 
                and to allow them to become a cadre of knowledgeable 
                practitioners and leaders in educational improvement.
                    ``(E) Adequate linkages between research and 
                development providers and practitioners are essential 
                to ensuring that research on effective practice is 
                useful, disseminated and supported with technical 
                assistance to all educators, and that all educators are 
                partners in the research and development process.
            ``(2) Purpose.--The purpose of this section is to--
                    ``(A) create a national system of dissemination, 
                development, and educational improvement in order to 
                create, adapt, identify, validate, and disseminate to 
                educators, parents, and policymakers those educational 
                programs that have potential or have been shown to 
                improve educational opportunities for all students; and
                    ``(B) empower and increase the capacity of teachers 
                to participate in the research and development process.
            ``(3) Definition of educational program.--For the purposes 
        of this section, the term `educational program' includes 
        educational policies, research findings, practices, and 
        products.
    ``(b) Establishment of Office.--
            ``(1) In general.--There is established within the Office 
        an Office of Reform Assistance and Dissemination (in this 
        section referred to as the `Dissemination Office') through 
        which the Secretary shall carry out all functions and 
        activities described in this section.
            ``(2) Certain duties.--The Dissemination Office shall--
                    ``(A) identify educational programs that may merit 
                being designated as exemplary or promising educational 
                programs;
                    ``(B) based solely on the educational merits and 
                promise of such programs, select those to be designated 
                as exemplary or promising;
                    ``(C) provide technical and financial assistance to 
                individuals and organizations in the process of 
                developing promising educational programs in the 
                priority areas identified in section 405(b)(3), but who 
                might not, without such assistance, be able to complete 
                necessary development and assessment activities;
                    ``(D) nationally disseminate information regarding 
                the exemplary and promising programs to educators, 
                parents, and policymakers through a variety of means, 
                including existing Department activities, education 
                associations and networks, and communication 
                technologies;
                    ``(E) provide training and technical assistance 
                regarding the implementation and adoption of such 
                exemplary and promising programs by interested 
                entities; and
                    ``(F) carry out a program of research on models for 
                successful knowledge dissemination, and utilization, 
                and strategies for reaching education policymakers, 
                practitioners, and others interested in education.
            ``(3) Additional duties.--The Dissemination Office shall 
        carry out and contain the following functions and activities:
                    ``(A) A process for the identification of 
                educational programs that work.
                    ``(B) The educational resources information 
                clearinghouses.
                    ``(C) Dissemination through new technologies.
                    ``(D) Smartline.
                    ``(E) The regional educational laboratories.
                    ``(F) Teacher Research Dissemination Network.
                    ``(G) The Goals 2000 Community Partnerships 
                Program.
                    ``(H) The existing National Diffusion Network and 
                its Developer-Demonstrator and State Facilitator 
                projects.
                    ``(I) Such other programs or entities the Secretary 
                determines are consistent with the purposes for which 
                the Dissemination Office is established.
    ``(c) Identification of Programs.--
            ``(1) In general.--The Assistant Secretary shall establish 
        a process through which successful educational programs are 
        actively sought out for possible dissemination through the 
        national educational dissemination system. Such process shall, 
        at a minimum, have the capability to--
                    ``(A) work closely with the research institutes, 
                centers, regional educational laboratories, the 
                National Diffusion Network and its Developer-
                Demonstrator and State Facilitator projects, learning 
                grant institutions established under the Goals 2000 
                Community Partnerships Program, department-supported 
                technical assistance providers, and other entities to 
                identify successful educational programs at the 
                regional, State, local, or classroom level;
                    ``(B) review successful educational programs 
                supported by the Department through all of its 
                programs, including Chapter 1, Even Start, Drug-Free 
                Schools and Communities Act of 1986, the Individuals 
                With Disabilities Education Act, Bilingual Education, 
                Indian Education, the Women's Educational Equity Act, 
                and Adult and Vocational Education;
                    ``(C) through cooperative agreements, review for 
                possible inclusion in the system educational programs 
                administered by the Departments of Health and Human 
                Services (particularly the Head Start program), Labor 
                and Defense, the National Science Foundation, the 
                Department of the Interior (particularly the Office of 
                Indian Education Programs), and any other appropriate 
                Federal agency; and
                    ``(D) provide for an active outreach effort to 
                identify successful educational programs through 
                cooperative arrangements with State and local education 
                agencies, teachers and teacher organizations, 
                curriculum associations, foundations, private schools, 
                institutions of higher education, and other entities 
                that could enhance the ability of the Secretary to 
                identify programs for possible inclusion in the 
                dissemination system.
            ``(2) Priority programs.--In carrying out this subsection, 
        the Secretary shall place a priority on identifying programs, 
        products, and practices related to the priority research and 
        development needs identified in section 405(b)(3).
    ``(d) Designation of Exemplary and Promising Programs.--
            ``(1) In general.--The Assistant Secretary, in consultation 
        with the Board, shall establish 1 or more panels of 
        appropriately qualified experts and practitioners to--
                    ``(A) evaluate educational programs that have been 
                identified by the Secretary under subsection (c) or 
                that have been submitted to the Secretary for such 
                evaluation by some other individual or organization; 
                and
                    ``(B) recommend to the Secretary programs that 
                should be designated as exemplary or promising 
                educational programs.
            ``(2) Considerations in making recommendations.--In 
        determining whether an educational program should receive a 
        recommendation under paragraph (1), a panel established under 
        such paragraph shall consider--
                    ``(A) whether, based on empirical data, which may 
                include but shall not be limited to test results, the 
                program is effective and should thus be designated as 
                exemplary and disseminated through the national 
                dissemination system; or
                    ``(B) whether there is sufficient evidence to lead 
                a panel of experts and practitioners to believe that 
                the program shows promise for improving student 
                achievement and should thus be designated as promising 
                and disseminated through the national dissemination 
                system while it continues to be evaluated.
            ``(3) Requirement regarding approval of programs.--In 
        seeking out programs for approval under paragraph (2), the 
        Assistant Secretary shall seek programs that may be implemented 
        at the State, local, and classroom level.
            ``(4) Requirements regarding panels.--
                    ``(A) A panel shall not eliminate a program from 
                consideration under this subsection based solely on the 
                fact that it does not have one specific type of 
                supporting data, such as test scores.
                    ``(B) The Assistant Secretary may not designate a 
                program as exemplary or promising unless a panel 
                established under paragraph (1) has recommended that 
                the program be so designated.
                    ``(C) The Secretary shall establish such panels 
                under paragraph (1) as may be necessary to ensure that 
                each program identified or submitted for evaluation is 
                evaluated.
                    ``(D) Not less than \2/3\ of the membership of a 
                panel established under paragraph (1) shall consist of 
                individuals who are not officers or employees of the 
                United States. Members of panels under paragraph (1) 
                who are not employees of the United States shall 
                receive compensation for each day engaged in carrying 
                out the duties of the panel as well as compensation for 
                their expenses.
    ``(e) Dissemination of Exemplary and Promising Programs.--
            ``(1) In general.--In order to ensure that programs 
        identified as exemplary or promising are available for adoption 
        by the greatest number of teachers, schools, local and State 
        education agencies, and Bureau of Indian Affairs-funded 
        schools, the Assistant Secretary shall utilize the capabilities 
        of--
                    ``(A) the education resources information 
                clearinghouses;
                    ``(B) Smartline;
                    ``(C) the regional educational laboratories;
                    ``(D) the National Diffusion Network;
                    ``(E) entities established under the Goals 2000 
                Community Partnerships Program;
                    ``(F) department-supported technical assistance 
                providers;
                    ``(G) the National Library of Education; and
                    ``(H) other public and private nonprofit entities, 
                including existing education associations and networks, 
                that have the capability to assist educators in 
                adopting exemplary and promising programs.
            ``(2) Requirements for assistant secretary.--In carrying 
        out paragraph (1), the Assistant Secretary shall ensure that 
        all such entities are--
                    ``(A) kept apprised of the availability of specific 
                programs for dissemination;
                    ``(B) provided technical assistance, if necessary, 
                to carry out this dissemination function; and
                    ``(C) involved in the national education 
                dissemination system as specified by law.
    ``(f) Education Resources Information Clearinghouses.--
            ``(1) In general.--The Assistant Secretary shall establish 
        a system of 16 education resource information clearinghouses 
        having, at a minimum, the functions and scope of work as the 
        clearinghouses had on the date of the enactment of the 
        Educational Research, Development, and Dissemination Excellence 
        Act.
            ``(2) Additional functions.--In addition to those functions 
        already being carried out by the clearinghouses, such 
        clearinghouses may--
                    ``(A) periodically produce interpretive summaries, 
                digests, and syntheses of the results and findings of 
                education-related research and development; and
                    ``(B) contain and make available to users 
                information concerning those programs designated as 
                exemplary and promising under subsection (c).
            ``(3) Coordination of activities.--The Assistant Secretary 
        shall assure that the functions and activities of such 
        clearinghouses are coordinated with the activities of the 
        research institutes, the regional educational laboratories, 
        learning grant institutions, other clearinghouses supported by 
        the Department, the National Diffusion Network, and other 
        appropriate entities within the Office and the Department.
            ``(4) Special responsibilities of the secretary.--To assure 
        that the information provided through such clearinghouses is 
        fully comprehensive, the Secretary shall--
                    ``(A) require that all reports, studies, and other 
                resources produced directly or by grant or contract 
                with the Department of Education are made available to 
                clearinghouses;
                    ``(B) establish cooperative agreements with the 
                Departments of Defense, Health and Human Services, 
                Interior, and other Federal agencies to assure that all 
                education-related reports, studies, and other resources 
                produced directly or by grant or contract with the 
                Federal Government are made available to such 
                clearinghouses; and
                    ``(C) devise an effective system for maximizing the 
                identification, synthesis, and dissemination of 
                information related to the needs of Indian and Alaska 
                Native children.
            ``(5) Copyright prohibited.--
                    ``(A) No clearinghouse or other entity receiving 
                assistance under this subsection may copyright or 
                otherwise charge a royalty or other fee that--
                            ``(i) is for the use or redissemination of 
                        any database, index, abstract, report, or other 
                        information produced with assistance under this 
                        subsection; and
                            ``(ii) exceeds the incremental cost of 
                        disseminating such information.
                    ``(B) For purposes of subparagraph (A), the 
                incremental cost of dissemination does not include any 
                portion of the cost of collecting, organizing, or 
                processing the information which is disseminated.
    ``(g) Dissemination Through New Technologies.--
            ``(1) In general.--The Assistant Secretary is authorized to 
        award grants or contracts in accordance with this subsection to 
        support the development of materials, programs, and resources 
        which utilize new technologies and techniques to synthesize and 
        disseminate research and development findings and other 
        information which can be used to support educational 
        improvement.
            ``(2) Sources of materials and research about teaching and 
        learning for improving nationwide education (smartline).--
                    ``(A) Electronic network.--The Assistant Secretary, 
                acting through the Office of Reform Assistance and 
                Dissemination, shall establish and maintain an 
                electronic network which shall, at a minimum, link--
                            ``(i) each office of the Department of 
                        Education;
                            ``(ii) the research institutes established 
                        by section 405B;
                            ``(iii) the National Center for Education 
                        Statistics;
                            ``(iv) the National Library of Education; 
                        and
                            ``(v) entities engaged in research, 
                        development, dissemination, and technical 
                        assistance under grant, contract, or 
                        cooperative agreement with the Department of 
                        Education.
                    ``(B) Certain requirements for network.--The 
                network described in subparagraph (A) shall--
                            ``(i) to the extent feasible, build upon 
                        existing national, regional, and State 
                        electronic networks and support video, 
                        telecomputing, and interactive communications;
                            ``(ii) at a minimum, have the capability to 
                        support electronic mail and file transfer 
                        services;
                            ``(iii) be linked to and accessible to 
                        other users, including State and local 
                        education agencies, institutions of higher 
                        education, museums, libraries, and others 
                        through the Internet and the National Research 
                        and Education Network; and
                            ``(iv) be provided at no cost (excluding 
                        the costs of necessary hardware) to the 
                        contractors and grantees described in clause 
                        (v) of subparagraph (A) and to educational 
                        institutions accessing such network through the 
                        Internet and the National Research and 
                        Education Network.
                    ``(C) Information resources.--The Assistant 
                Secretary, acting through the Office of Reform 
                Assistance and Dissemination, may make available 
                through the network described in subparagraph (A)--
                            ``(i) information about grant and contract 
                        assistance available through the department;
                            ``(ii) an annotated directory of current 
                        research and development activities and 
                        projects being undertaken with the assistance 
                        of the Department;
                            ``(iii) information about publications 
                        published by the Department and, to the extent 
                        feasible, the full text of such publications;
                            ``(iv) statistics and data published by the 
                        National Center for Education Statistics;
                            ``(v) syntheses of research and development 
                        findings;
                            ``(vi) a directory of other education-
                        related electronic networks and databases, 
                        including information about the means by which 
                        they may be accessed;
                            ``(vii) a descriptive listing of materials 
                        and courses of instruction provided by 
                        telecommunications partnerships assisted under 
                        the Star Schools program;
                            ``(viii) resources developed by the ERIC 
                        Clearinghouses;
                            ``(ix) education-related software 
                        (including video) which is in the public 
                        domain;
                            ``(x) a listing of instructional materials 
                        available through telecommunications to local 
                        education agencies through the Public 
                        Broadcasting Service and State educational 
                        television networks; and
                            ``(xi) such other information and resources 
                        the Assistant Secretary considers useful and 
                        appropriate.
                    ``(D) Evaluations regarding other functions of 
                network.--The Assistant Secretary shall also undertake 
                projects to test and evaluate the feasibility of using 
                the network described in subparagraph (A) for--
                            ``(i) the submission of applications for 
                        assistance to the Department; and
                            ``(ii) the collection of data and other 
                        statistics through the National Center for 
                        Education Statistics.
                    ``(E) Training and technical assistance.--The 
                Assistant Secretary, acting through the Office of 
                Reform Assistance and Dissemination, shall--
                            ``(i) provide such training and technical 
                        assistance as may be necessary to enable the 
                        contractors and grantees described in clause 
                        (v) of subparagraph (A) to participate in the 
                        electronic network described in such 
                        subparagraph; and
                            ``(ii) work with the National Science 
                        Foundation to provide, upon request, assistance 
                        to State and local education agencies, the 
                        Department of the Interior's Office of Indian 
                        Education Programs, tribal departments of 
                        education, State library agencies, libraries, 
                        museums, and other educational institutions in 
                        obtaining access to the Internet and the 
                        National Research and Education Network.
    ``(h) Regional Educational Laboratories.--
            ``(1) Regional educational laboratories.--The Assistant 
        Secretary shall enter into contracts with public or private 
        nonprofit entities to establish a networked system of 10 
        regional educational laboratories which serve the needs of each 
        region of the Nation in accordance with the provisions of this 
        subsection. For the purposes of this subsection, the term 
        `region' means 1 of the 10 geographic regions set forth in 
        section 2(a) of part 707 of title 34, Code of Federal 
        Regulations (34 CFR 707.2(a)), as published in number 157 of 
        volume 53 of the Federal Register on August 15, 1988.
            ``(2) Duties.--Each regional educational laboratory 
        receiving assistance under this subsection shall, with such 
        assistance, assist State education agencies, intermediate 
        education agencies, local school districts, and schools funded 
        by the Bureau of Indian Affairs in implementing broad-based, 
        systemic school improvement strategies through the use of 
        applied research and development activities. The regional 
        educational laboratories shall support such system-wide reform 
        efforts through--
                    ``(A) the development of a plan for identifying 
                needs and for serving the needs of the region by 
                conducting a continuing survey of the educational 
                needs, strengths and weaknesses within the region, 
                including a process of open hearings to solicit the 
                views of schools, teachers, administrators, parents, 
                local educational agencies, librarians, and State 
                educational agencies within the region;
                    ``(B) the dissemination of information about 
                programs designated as exemplary and promising under 
                subsection (c) and other appropriate programs and 
                practices;
                    ``(C) the provision of support and technical 
                assistance in--
                            ``(i) replicating and adapting such 
                        exemplary and promising practices;
                            ``(ii) the development of high-quality, 
                        challenging curriculum frameworks;
                            ``(iii) the development of valid, reliable, 
                        fair systems of assessment which are based upon 
                        State, local, or Bureau of Indian Affairs-
                        funded school curriculum frameworks and reflect 
                        recent advances in the field of educational 
                        assessment;
                            ``(iv) the improvement of professional 
                        development strategies to assure that all 
                        teachers are prepared to teach a challenging 
                        curriculum;
                            ``(v) expanding and improving the use of 
                        technology in education to improve teaching and 
                        learning;
                            ``(vi) the development of alternatives for 
                        restructuring school finance systems to promote 
                        greater equity in the distribution of 
                        resources; and
                            ``(vii) the development of alternative 
                        administrative structures which are more 
                        conducive to planning, implementing, and 
                        sustaining school reform and improved 
                        educational outcomes;
                    ``(D) the development of educational programs and 
                practices that address State, regional, or Indian 
                tribal needs in relating to their school reform 
                efforts;
                    ``(E) facilitating communication between 
                educational experts, school officials, and teachers, 
                parents, and librarians, to enable such individuals to 
                assist schools to develop a plan to meet the national 
                education goals;
                    ``(F) bringing teams of experts together to develop 
                and implement school improvement plans and strategies;
                    ``(G) the provision of training in--
                            ``(i) the field of education research and 
                        related areas;
                            ``(ii) the use of new educational methods; 
                        and
                            ``(iii) the use of information-finding 
                        methods, practices, techniques, and products 
                        developed in connection with such training for 
                        which the regional educational laboratory shall 
                        be authorized to support internships and 
                        fellowships and to provide stipends; and
                    ``(H) the provision of support and technical 
                assistance (upon their request) to State facilitators 
                funded through the National Diffusion Network.
            ``(3) Networking.--In order to improve the efficiency and 
        effectiveness of the regional laboratories, the governing 
        boards of the ten regional laboratories shall establish and 
        maintain a network to--
                    ``(A) share information about the activities each 
                is carrying out;
                    ``(B) plan joint activities that would meet the 
                needs of multiple regions;
                    ``(C) create a strategic plan for the development 
                of activities undertaken by the laboratories to reduce 
                redundancy and increase collaboration and resource-
                sharing in such activities; and
                    ``(D) otherwise devise means by which the work of 
                the individual laboratories could serve national, as 
                well as regional, needs.
            ``(4) Additional duties.--Each regional education 
        laboratory receiving assistance under this subsection shall 
        carry out the following activities:
                    ``(A) Collaborate with the Institutes established 
                under section 405B in order to--
                            ``(i) maximize the use of research 
                        conducted through the Institutes in the work of 
                        such laboratory;
                            ``(ii) keep the Institutes apprised of the 
                        work of the regional educational laboratories 
                        in the field; and
                            ``(iii) inform the Institutes about 
                        additional research needs identified in the 
                        field.
                    ``(B) Consult with the State educational agencies 
                and library agencies in the region in developing the 
                plan for serving the region.
                    ``(C) Develop strategies to utilize schools as 
                critical components in reforming education and 
                revitalizing rural communities in the United States.
                    ``(D) Report and disseminate information on 
                overcoming the obstacles faced by rural educators and 
                rural schools.
                    ``(E) Identify successful educational programs that 
                have either been developed by such laboratory in 
                carrying out its functions or that have been developed 
                or used by others within the region served by the 
                laboratory and make such information available to the 
                Secretary and the network of regional laboratories so 
                that they may be considered for inclusion in the 
                national education development and dissemination 
                system.
            ``(5) Certain requirements.--In carrying out its 
        responsibilities, each regional educational laboratory shall--
                    ``(A) establish a governing board that--
                            ``(i) is the sole entity that--
                                    ``(I) guides and directs the 
                                laboratory in carrying out the 
                                provisions of this subsection and 
                                satisfying the terms and conditions of 
                                the contract award; and
                                    ``(II) determines the regional 
                                agenda of the laboratory, consistent 
                                with the priority research and 
                                development needs identified in section 
                                405(b)(3); and
                            ``(ii) reflects a balanced representation 
                        of the States in the region, as well as the 
                        interests and concerns of regional 
                        constituencies;
                    ``(B) comply with the standards established by the 
                Assistant Secretary and the Board under section 405A;
                    ``(C) coordinate its activities, collaborate, and 
                regularly exchange information with the institutes 
                established under section 405C, the National Diffusion 
                Network, and its Developer Demonstrator and State 
                Facilitator projects, learning grant institutions and 
                district education agents assisted under subsection 
                (i), the ERIC Clearinghouses, and other entities 
                engages in technical assistance and dissemination 
                activities which are supported by other Offices of the 
                Department of Education; and
                    ``(D) allocate its resources to and within each 
                State in a manner which reflects the need for 
                assistance, taking into account such factors as the 
                proportion of economically disadvantaged students, the 
                increased cost burden of service delivery in areas of 
                sparse populations, and any special initiatives being 
                undertaken by State, intermediate, local education 
                agencies, or Bureau of Indian Affairs-funded schools 
                which may require special assistance from the 
                laboratory.
            ``(6) Evaluations.--The Assistant Secretary shall provide 
        for periodic, independent evaluations of each of the 
        laboratories in carrying out the duties described in paragraph 
        (1) in accordance with the standards developed by the Assistant 
        Secretary and the Board and transmit the results of such 
        evaluations to the relevant committees of the Congress, the 
        Board, and the appropriate regional educational laboratory 
        board.
            ``(7) Invitation regarding competition for awards of 
        assistance.--Prior to awarding a grant or entering into a 
        contract under this section, the Secretary shall invite 
        applicants, including the existing regional educational 
        laboratories, to compete for such award through notice in the 
        Federal Register and in the publication of the Department of 
        Commerce known as the Commerce Business Daily.
            ``(8) Application for assistance.--Each application for 
        assistance under this subsection shall--
                    ``(A) cover not less than a 5-year period;
                    ``(B) describe how the applicant would carry out 
                the activities required by this subsection; and
                    ``(C) contain such additional information as the 
                Secretary may reasonably require.
            ``(9) Rule of construction.--No regional educational 
        laboratory receiving assistance under this subsection shall, by 
        reason of the receipt of that assistance, be ineligible to 
        receive any other assistance from the Department as authorized 
        by law.
            ``(10) Advance payment system.--Each regional educational 
        laboratory shall participate in the advance payment system at 
        the Department of Education.
    ``(i) Goals 2000 Community Partnerships Program.--
            ``(1) Purpose.--The purpose of the Goals 2000 Community 
        Partnerships program is to improve the quality of learning and 
        teaching in the Nation's most impoverished urban and rural 
        communities by supporting sustained collaborations between 
        universities, schools, businesses, and communities which apply 
        and utilize the results of educational research and 
        development.
            ``(2) Grants for goals 2000 community partnerships.--The 
        Assistant Secretary is authorized to make grants to eligible 
        entities to support the establishment of Learning Grant 
        Institutions and District Education Agents and the activities 
        authorized under this subsection within eligible communities.
            ``(3) Definition of eligible entity and eligible 
        community.--For the purposes of this subsection:
                    ``(A) The term `eligible entity' includes any 
                institution of higher education, regional education 
                laboratory, National Diffusion Network project, 
                national research and development center, public or 
                private nonprofit corporation, or any consortium 
                thereof that--
                            ``(i) has demonstrated experience, 
                        expertise and commitment in serving the 
                        educational needs of at-risk students; and
                            ``(ii) is, by virtue of its previous 
                        activities, knowledgeable about the unique 
                        needs and characteristics of the community to 
                        be served.
                    ``(B) The term `eligible community' means a unit of 
                general purpose local government (such as a city, 
                township, or village), a nonmetropolitan county, tribal 
                village, or a geographically distinct area (such as a 
                school district, school attendance area, ward, precinct 
                or neighborhood), or any group of such entities that--
                            ``(i) has a population of not less than 
                        200,000 and not more than 300,000; and
                            ``(ii) in which not less than one-half of 
                        the school-age children have family incomes 
                        which are below the poverty line, as determined 
                        by the 1990 United States Census, participation 
                        in the National School Lunch program, or other 
                        current, reliable data concerning family 
                        income.
            ``(4) Goals 2000 community partnerships.--Each learning 
        grant institution receiving assistance under this subsection 
        shall establish a Goals 2000 community partnership to carry out 
        the activities authorized under this subsection. Such 
        partnership--
                    ``(A) shall include the participation of one or 
                more local educational agencies, institutions of higher 
                education, community-based organizations, parents, 
                teachers, and the business community;
                    ``(B) may include the participation of human, 
                social service and health care agencies, Head Start and 
                child care agencies, libraries, museums, employment and 
                training agencies, and the State educational agency or 
                tribal department of education; and
                    ``(C) shall be broadly representative of all 
                segments of the community in which the activities will 
                be carried out.
            ``(5) Comprehensive goals 2000 plan.--Each Goals 2000 
        Community Partnership shall develop a comprehensive plan for 
        assuring educational success and high achievement for all 
        students in the community. Each such plan shall--
                    ``(A) adopt the 6 national educational goals;
                    ``(B) identify additional needs and goals for 
                educational improvement within the community;
                    ``(C) focus on helping all students reach 
                challenging content and student performance standards;
                    ``(D) be consistent with the State and local plan 
                for system-wide education improvement developed 
                pursuant to the Goals 2000: Educate America Act;
                    ``(E) establish a comprehensive community-wide plan 
                for achieving such goals; and
                    ``(F) develop a means for measuring the progress of 
                the community in meeting such goals for improvement.
            ``(6) Implementation of community-wide plan.--Each Goals 
        2000 Community Partnership shall, utilizing the District 
        Education Agent, provide assistance in implementing the 
        community-wide plan for educational improvement by--
                    ``(A) supporting innovation, restructuring, and 
                continuous improvement in educational practice by--
                            ``(i) disseminating information throughout 
                        the community about exemplary and promising 
                        educational programs, practices, products, and 
                        policies;
                            ``(ii) evaluating the effectiveness of 
                        federally funded educational programs within 
                        the community and identifying changes in such 
                        programs which are likely to improve student 
                        achievement;
                            ``(iii) identifying, selecting and 
                        replicating exemplary and promising educational 
                        programs, practices, products, and policies in 
                        both in and out-of-school settings;
                            ``(iv) applying educational research to 
                        solve specific problems in the classroom, home 
                        and community which impede learning and student 
                        achievement; and
                            ``(v) supporting research and development 
                        by teachers, school administrators, and other 
                        practitioners which promise to improve teaching 
                        and learning and the organization of schools;
                    ``(B) improving the capacity of educators, school 
                administrators, child care providers and other 
                practitioners to prepare all students to reach 
                challenging standards and to attain the goals set out 
                in the comprehensive community-wide plan through such 
                means as--
                            ``(i) the training of prospective and 
                        novice teachers (including preschool and early 
                        childhood educators) in a school setting under 
                        the guidance of master teachers and teacher 
                        educators;
                            ``(ii) training and other activities to 
                        promote the continued learning and professional 
                        development of experienced teachers, related 
                        services personnel, school administrators to 
                        assure that they develop the subject matter and 
                        pedagogical expertise needed to prepare all 
                        students to reach challenging standards;
                            ``(iii) training and other activities to 
                        increase the ability of prospective, novice, 
                        and experienced teachers to teach effectively 
                        at-risk students, students with disabilities, 
                        students with limited English language 
                        proficiency, and students from diverse cultural 
                        backgrounds; and
                            ``(iv) programs to enhance teaching and 
                        classroom management skills, including school-
                        based management skills, of novice, 
                        prospective, and experienced teachers;
                    ``(C) promoting the development of an integrated 
                system of service delivery to children from birth 
                through age 18 and their families by facilitating 
                linkages and cooperation among--
                            ``(i) local education agencies;
                            ``(ii) health and social services agencies 
                        and providers;
                            ``(iii) juvenile justice and criminal 
                        justice agencies;
                            ``(iv) providers of employment training; 
                        and
                            ``(v) child care, Head Start, and other 
                        early childhood agencies; and
                    ``(D) mobilizing the resources of the community in 
                support of student learning and high achievement by 
                facilitating effective partnerships and collaboration 
                among--
                            ``(i) local education agencies;
                            ``(ii) postsecondary educational 
                        institutions;
                            ``(iii) public libraries;
                            ``(iv) parents;
                            ``(v) community-based organizations, 
                        neighborhood associations, and other civic and 
                        community organizations;
                            ``(vi) child care, Head Start, and other 
                        early childhood agencies;
                            ``(vii) churches, synagogues and other 
                        religious institutions;
                            ``(viii) labor organizations; and
                            ``(ix) business and industry.
            ``(7) Additional requirements.--In carrying out its 
        responsibilities under this subsection, each partnership 
        receiving assistance under this subsection shall--
                    ``(A) appoint a District Education Agent who shall 
                be responsible, on a full-time basis, for directing the 
                implementation of the community-wide plan. Such 
                individual shall have significant experience and 
                expertise in the field of education in--
                            ``(i) addressing the needs of at-risk 
                        students; and
                            ``(ii) conducting educational research and 
                        promoting the application of the results of 
                        such research to educational practice;
                    ``(B) provide for such other professional and 
                support personnel as may be necessary to implement the 
                community-wide plan under the direction of the District 
                Education Agent; and
                    ``(C) coordinate its activities and work 
                cooperatively with the National Diffusion Network State 
                facilitators, regional laboratories, and other 
                components of the Office to utilize most effectively 
                Federal research, development, and dissemination 
                resources in implementing the community-wide plan.
            ``(8) Application for grants.--Any eligible entity desiring 
        a grant under this subsection shall submit an application to 
        the Assistant Secretary at such time, in such manner, and 
        accompanied by such information as the Assistant Secretary may 
        reasonably require. Each such application shall--
                    ``(A) include a comprehensive plan for meeting the 
                objectives and requirements of this subsection; and
                    ``(B) provide evidence of support for the 
                application from local elected officials, the State 
                education agency, the local education agency, parents, 
                local community leaders, businesses, and other 
                appropriate organizations.
            ``(9) Priority in making grants; duration and amount of 
        grant.--Each grant made under this subsection shall be--
                    ``(A) awarded on a competitive basis, with first 
                priority given to those applications from communities 
                with the greatest percentage of school-age children in 
                families with poverty-level incomes;
                    ``(B) made for a 5-year period, with funding for 
                the second and each successive year in this period 
                conditioned upon a determination by the Assistant 
                Secretary that the grant recipient has complied with 
                the conditions of the grants during the previous year; 
                and
                    ``(C) an amount equal to not less than $1,000,000 
                per year.
            ``(10) Limitation of one grant per congressional 
        district.--Not more than one grant shall be awarded within a 
        single congressional district.
            ``(11) Technical assistance; evaluations.--In administering 
        the program authorized under this subsection, the Assistant 
        Secretary shall, either directly or through grant or contract 
        with an eligible nonprofit agency--
                    ``(A) upon request, provide technical assistance to 
                eligible entities to assist in the development of a 
                comprehensive plan to meet the requirements of this 
                subsection and in the preparation of applications for 
                assistance;
                    ``(B) regularly provide technical assistance to 
                learning grant institutions receiving assistance under 
                this subsection to assist with the development and 
                implementation of the community-wide plan for 
                educational improvement;
                    ``(C) provide for an independent evaluation of the 
                activities assisted under this subsection, including--
                            ``(i) the impact of the Goals 2000 
                        Community Partnerships program on children and 
                        families within each community, including (but 
                        not limited to) effects on the extent of 
                        educational achievement, rates of school 
                        retention and completion, and enrollment in 
                        program postsecondary educational programs; and
                            ``(ii) whether an intensified effort to 
                        apply and utilize educational research within a 
                        limited geographic area significantly improves 
                        student learning and achievement; and
                    ``(D) plan for the expansion of the Goals 2000 
                Community Partnerships program throughout the remainder 
                of the Nation beginning in fiscal year 1998.
    ``(j) Teacher Research Dissemination Network.--
            ``(1) Findings.--The Congress finds that--
                    ``(A) education research, including research funded 
                by the Office, is not having the impact on the Nation's 
                schools that such research should;
                    ``(B) relevant education research and resulting 
                solutions are not being adequately disseminated to the 
                teachers that need such research and solutions;
                    ``(C) there are not enough linkages between the 
                research and development centers assisted under this 
                section, the regional educational laboratories 
                described in subsection (k), the National Diffusion 
                Network State facilitators, the Education Resources 
                Information Clearinghouses, and the public schools, to 
                ensure that research on effective practice is 
                disseminated and technical assistance provided to all 
                teachers;
                    ``(D) the average teacher has almost no time to 
                plan or engage in a professional dialogue with such 
                teacher's peers about strategies for improving 
                learning;
                    ``(E) teachers do not have direct access to 
                information systems or networks;
                    ``(F) teachers have little control over what in-
                service education teachers will be offered; and
                    ``(G) individual teachers are not encouraged to 
                move beyond the walls of their classrooms to identify 
                and use outside resources.
            ``(2) Program authorized.--
                    ``(A) The Assistant Secretary shall enter into 
                contracts with regional educational laboratories, in 
                partnership with 1 or more institutions of higher 
                education in each State of its region, the National 
                Diffusion Network, and other entities with demonstrated 
                experience, expertise, and commitment in the areas of 
                teacher research or teacher professional development, 
                such as the national research and development centers, 
                professional teacher organizations, and other qualified 
                organizations and associations, in the region to carry 
                out activities described in paragraph (3).
                    ``(B) The Assistant Secretary shall enter into 
                contracts under this subsection in an equitable manner 
                and shall provide assistance on the basis of the number 
                of schools, teachers, and students in each regional 
                educational laboratory region with attention given to 
                populations with special needs and the increased cost 
                burden of service delivery in regions of sparse 
                population.
                    ``(C) Contracts under this subsection shall be 
                awarded for a period of not less than 3 years.
            ``(3) Program activities.--
                    ``(A) Each regional partnership described in 
                paragraph (2)(A) entering into a contract under this 
                subsection shall carry out programs of providing 
                training to teachers relevant to the needs and problems 
                of the schools and school districts where teachers, who 
                participate in the programs, serve. The purpose of such 
                programs shall be to--
                            ``(i) educate teachers on how to acquire 
                        information about education research findings 
                        and best practices;
                            ``(ii) provide teachers with current 
                        education research and development theory, 
                        skills, and practice as shall enable them to 
                        modify, design, develop, and adapt such 
                        findings and practices to effect local district 
                        and classroom outcomes that improve education;
                            ``(iii) enable teachers to become actively 
                        involved in the applied research and 
                        development process;
                            ``(iv) provide teachers the ability to 
                        become leaders in the utilization of applied 
                        research and to become active participants in 
                        the Federal research and development 
                        partnership;
                            ``(v) enhance the ability of teachers to 
                        evaluate and choose effective education 
                        programs and curricula; and
                            ``(vi) facilitate collaboration between the 
                        teacher change agent and the National Diffusion 
                        Network State facilitator.
                    ``(B) Teachers that participate in training 
                assisted under this subsection shall be known as 
                `teacher change agents'.
                    ``(C) The program described in subparagraph (A) 
                shall provide teacher change agents with training 
                during the summer and at such other times as agreed to 
                by the district, which shall--
                            ``(i) give teacher change agents knowledge 
                        and guidance in using the existing educational 
                        improvement services and resources funded by 
                        the United States Department of Education and 
                        other major research organizations, including 
                        the products and work of the regional 
                        educational laboratories, professional teacher 
                        organizations, the National Diffusion Network, 
                        institutions of higher education, the 
                        Educational Research Information Centers, 
                        National Research Centers, National Research 
                        Institutes, State Departments of Education, 
                        local education agencies, and other nonprofit 
                        organizations participating in the improvement 
                        of education;
                            ``(ii) provide teacher change agents with 
                        indepth knowledge about a number of products, 
                        programs, and processes developed by entities 
                        described in clause (i) that the teacher change 
                        agents judge most relevant to the needs of the 
                        district or districts they will serve;
                            ``(iii) inform teacher change agents about 
                        government programs, including, but not limited 
                        to, programs in government agencies other than 
                        the Department of Education, which offer 
                        research opportunities, fellowships, and 
                        funding; and
                            ``(iv) provide teacher change agents with 
                        instruction in technical assistance skills in 
                        order to increase their capacity to aid 
                        district and school site teacher teams 
                        responsible for leading school improvement 
                        activities at the district and school site 
                        level.
                    ``(D) The school year activities described in 
                subparagraph (A) shall provide teacher change agents 
                participating in such program during the school year 
                with--
                            ``(i) opportunities to meet with other 
                        teacher change agents to exchange experiences;
                            ``(ii) additional training or assistance as 
                        needed or requested;
                            ``(iii) updates in education research, 
                        application, and findings; and
                            ``(iv) opportunities to provide feedback 
                        into the educational research infrastructure 
                        regarding needed research and ways to improve 
                        the development and dissemination of 
                        information.
                    ``(E) The regional partnership program may support 
                educational improvement and reform activities such as--
                            ``(i) training in applied research 
                        methodologies;
                            ``(ii) assistance in conducting applied 
                        research;
                            ``(iii) teacher research sabbaticals;
                            ``(iv) video conferencing for additional 
                        training in order to reduce travel time and 
                        expenses;
                            ``(v) training in developing and 
                        implementing effective teacher in-service 
                        training;
                            ``(vi) training in change management, 
                        including strategies for restructuring schools, 
                        building local capacity, and generally 
                        strengthening the culture of schools so that 
                        schools are conducive and supportive of change, 
                        including training in interpersonal and 
                        leadership skills; and
                            ``(vii) training in the appropriate use of 
                        technology to assist classroom teachers.
                    ``(F) Teacher responsibilities.--Teacher change 
                agents shall, during the school year--
                            ``(i) meet with other teachers and district 
                        or school site teacher teams to provide other 
                        teachers with knowledge about how to acquire 
                        information regarding education research 
                        findings and best practices, including what 
                        resources are available from the Department of 
                        Education and how to obtain products and 
                        technical services from the Department;
                            ``(ii) meet with the National Diffusion 
                        Network State Facilitator to coordinate and not 
                        duplicate efforts in the dissemination of 
                        exemplary educational programs;
                            ``(iii) help interested schools identify 
                        resources needed to address the school's needs 
                        and act as liaison between the school and the 
                        appropriate resource entities, such as regional 
                        educational laboratories, centers, national 
                        institutes, institutions of higher education, 
                        professional teacher organizations, scholars, 
                        consultants, and other schools and school 
                        districts that may be of assistance;
                            ``(iv) teach other teachers how to use the 
                        products, programs, and processes in which the 
                        teacher was trained pursuant to paragraph 
                        (2)(C)(II);
                            ``(v) work with other teachers and teacher 
                        teams to adapt identified exemplary practices, 
                        programs, and research results to implement 
                        school site or classroom improvements as 
                        desired, and provide follow-up activities 
                        throughout a 2-year period to ensure the 
                        successful adaptation and implementation of 
                        such programs in local schools; and
                            ``(vi) inform teachers about how they can 
                        obtain Federal research funding, fellowships, 
                        and sabbaticals.
                    ``(G) Application.--
                            ``(i) In general.--Each regional 
                        partnership desiring a contract under this 
                        subsection shall submit to the Secretary an 
                        application at such time, in such manner, and 
                        accompanied by such information as the 
                        Assistant Secretary may reasonably require.
                            ``(ii) Contents.--Each application 
                        described in clause (i) shall--
                                    ``(I) contain a plan acceptable to 
                                affected States and local education 
                                agencies for conducting the program to 
                                be assisted under this section;
                                    ``(II) contain assurances that the 
                                partnership requirements are fulfilled;
                                    ``(III) contain assurances that 
                                both district and school site teacher 
                                teams will be established to work in 
                                conjunction with the teacher change 
                                agent;
                                    ``(IV) contain a plan for the 
                                selection of district and school site 
                                teacher team participants and others as 
                                deemed appropriate by the teacher 
                                change agent and the regional 
                                partnership;
                                    ``(V) contain assurances that the 
                                regional partnership, in conjunction 
                                with the participating school 
                                districts, shall provide each teacher 
                                change agent with a stipend for the 
                                entire calendar year commensurate with 
                                such teacher's salary and travel 
                                expenses, to permit a teacher to 
                                participate in such program without 
                                incurring loss of income;
                                    ``(VI) contain assurances that each 
                                teacher change agent participating in 
                                the program shall receive an award of 
                                not more than $10,000 to be used by 
                                such teacher during the school year of 
                                such teacher's participation to 
                                purchase materials, support, and 
                                coordinate with other teachers or site 
                                teacher teams in the school district;
                                    ``(VII) contain assurances that 
                                such regional partnerships shall 
                                provide not more than $5,000 to each 
                                school district or group of school 
                                districts having an individual from 
                                such district or districts 
                                participating in the program assisted 
                                under this section for each of the 2 
                                years following such participation to 
                                enable such school district or 
                                districts to continue efforts to 
                                improve dissemination of effective 
                                practices and programs within the 
                                district or districts;
                                    ``(VIII) contain assurances that 
                                representatives of State educational 
                                agencies, intermediate educational 
                                agencies, teacher centers, teacher 
                                educators at institutions of higher 
                                education, and school district in-
                                service or curriculum specialists will 
                                be eligible to participate in the 
                                program assisted under this section if 
                                such individuals pay the cost of their 
                                participation; and
                                    ``(IX) contain an assurance that 
                                such regional partnership shall permit 
                                a teacher to participate in the program 
                                only after such partnership determines 
                                that the teacher will be afforded a 
                                full opportunity by the district to 
                                perform such teacher's responsibilities 
                                described in paragraph (3)(F).
            ``(4) Teacher selection and eligibility.--
                    ``(A) Nomination.--Teacher participants in the 
                program assisted under this subsection shall be 
                nominated by their peers at the school district level.
                    ``(B) Eligibility.--Each school district or group 
                of school districts desiring to have teachers from such 
                district or districts participate in the program 
                assisted under this subsection shall provide the 
                regional partnership with the names of such teachers, 
                and an indication of the type of issues or problems on 
                which each such teacher would like to receive 
                information and training.
                    ``(C) Selection.--
                            ``(i) Teacher participants shall be 
                        selected by the regional partnerships in 
                        consultation with the State educational 
                        agencies in the region. Teacher participants 
                        shall be selected in such a manner so as to 
                        ensure an equitable representation of such 
                        teachers by State and school enrollment within 
                        the region.
                            ``(ii) The number of teachers selected each 
                        year shall be determined in accordance with the 
                        amount of funding received by the regional 
                        partnership.
            ``(5) Independent evaluation.--
                    ``(A) In general.--The Assistant Secretary shall 
                provide for an independent evaluation of the program 
                assisted under this subsection to determine the net 
                impact and cost effectiveness of the program and the 
                reactions of teachers and school districts 
                participating in such program, including any career 
                plan changes of participating teachers.
                    ``(B) Date.--The evaluation described in 
                subparagraph (A) shall be submitted to the Congress 
                within 6 months after the completion of the third year 
                of the program.
                    ``(C) Funding.--The Assistant Secretary may reserve 
                not more than $250,000 of the amount appropriated under 
                section 405(i)(2)(E) to carry out the evaluation 
                described in this paragraph.''.

                 PART E--NATIONAL LIBRARY OF EDUCATION

SEC. 251. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND 
              IMPROVEMENT.

    Part A of the General Education Provisions Act, as amended by 
section 241 of this Act, is amended by inserting after section 405C the 
following new section:

                    ``national library of education

    ``Sec. 405D. (a) In General.--There is established within the 
Office a National Library of Education (hereafter in this section 
referred to as the `Library'), which shall be maintained as a 
governmental activity.
    ``(b) Functions of Library.--The functions of the Library are--
            ``(1) to provide a central location within the Federal 
        Government for information about education;
            ``(2) to provide comprehensive reference services on 
        matters related to education to employees of the Department of 
        Education and its contractors and grantees, other Federal 
        employees, and members of the public; and
            ``(3) to promote greater cooperation and resource sharing 
        among providers and repositories of education information in 
        the United States.
    ``(c) One-Stop Information and Referral Service.--The Library shall 
establish and maintain a central information and referral service to 
respond to telephonic, mail and electronic and other inquiries from the 
public concerning--
            ``(1) programs and activities of the Department of 
        Education;
            ``(2) publications produced by the Department of Education 
        and, to the extent feasible, education related publications 
        produced by the Departments of Labor, Health and Human 
        Services, and other Federal agencies;
            ``(3) services and resources available to the public 
        through the Office, including the ERIC Clearinghouses, the 
        research institutes, and the national education dissemination 
        system;
            ``(4) statistics and other information produced by the 
        National Center for Education Statistics; and
            ``(5) referrals to additional sources of information and 
        expertise about educational issues which may be available 
        through educational associations and foundations, the private 
        sector, colleges and universities, libraries and bibliographic 
        databases.
The Library shall maintain and actively publicize a toll-free telephone 
number through which public inquiries to the Library may be made.
    ``(d) Comprehensive Reference Services.--The Library shall, to the 
extent feasible, provide for the delivery of a full range of reference 
services on subjects related to education to employees of the 
Department and its contractors and grantees, other Federal employees, 
and members of the general public. Such services may include--
            ``(1) specialized subject searches;
            ``(2) search and retrieval of electronic databases;
            ``(3) document delivery by mail and facsimile transmission;
            ``(4) research counseling, bibliographic instruction, and 
        other training services;
            ``(5) interlibrary loan services; and
            ``(6) selective dissemination of information services.
The Library shall first give priority in the provision of reference 
services to requests made by employees of the Department.
    ``(e) Cooperation and Resource Sharing.--The Library shall promote 
greater cooperation and resource sharing among libraries and archives 
with significant collections in the area of education through such 
means as--
            ``(1) the establishment of information and resource sharing 
        networks among such entities;
            ``(2) the development of a national union list of education 
        journals held by education libraries throughout the United 
        States;
            ``(3) the development of directories and indexes to 
        textbook and other specialized collections held by education 
        libraries throughout the United States; and
            ``(4) cooperative efforts to preserve, maintain and promote 
        access to items of special historical value or interest.
    ``(f) Administration.--The Library shall be administered by an 
Executive Director who shall--
            ``(1) be appointed by the Assistant Secretary from among 
        persons with significant training or experience in library and 
        information science;
            ``(2) serve for a renewable term of 5 years; and
            ``(3) be paid at not less than the minimum rate of basic 
        pay payable for GS-15 of the General Schedule.
    ``(g) Task Force.--
            ``(1) In general.--The Assistant Secretary shall appoint a 
        task force of librarians, scholars, teachers, parents, and 
        school leaders (hereafter in this paragraph referred to as the 
        `Task Force') to provide advice on the establishment of the 
        Library.
            ``(2) Preparation of plan.--The Task Force shall prepare a 
        workable plan to establish the Library and to implement the 
        requirements of this section.
            ``(3) Certain authorities.--The Task Force may identify 
        other activities and functions for the Library to carry out, 
        except that such functions shall not be carried out until the 
        Library is established and has implemented the requirements of 
        this section.
            ``(4) Report.--The Task Force shall prepare and submit to 
        the Assistant Secretary not later than 6 months after the first 
        meeting of the Task Force a report on the activities of the 
        Library.
    ``(h) Transfer of Functions.--There are hereby transferred to the 
Library all functions of--
            ``(1) the Department of Education Research Library;
            ``(2) the Department of Education Reference Section; and
            ``(3) the Department of Education Information Branch.
    ``(i) Collection Development Policy.--Not later than 180 days after 
the enactment of the Educational Research, Development, and 
Dissemination Excellence Act, the Assistant Secretary shall promulgate 
a comprehensive collection development policy to govern the Library's 
operations, acquisitions, and services to users. Such collection 
development policy shall--
            ``(1) be consistent with the functions of the Library set 
        out in subsection (b);
            ``(2) emphasize the acquisition and maintenance of a 
        comprehensive collection of reference materials; and
            ``(3) avoid unnecessary duplication by putting a priority 
        on meeting the information needs of the Library's users through 
        cooperation and resource-sharing with other entities with 
        significant collections in the field of education.
    ``(j) Arrearage and Preservation.--On the basis of the collection 
development policy promulgated under subsection (h), the Executive 
Director shall develop a multiyear plan which shall set forth goals and 
priorities for actions needed to--
            ``(1) eliminate within 3 years the arrearage of uncataloged 
        books and other materials in the Library's collections; and
            ``(2) respond effectively and systematically to the 
        preservation needs of the Library's collections, relying, 
        whenever possible, upon cooperative efforts with other 
        institutions to preserve and maintain the usability of books 
        and materials in the Library's collections.''.

                  TITLE III--SAFE SCHOOLS ACT OF 1994

SEC. 301. SAFE SCHOOLS PROGRAM AUTHORIZED.

    (a) In General.--With funds appropriated under subsection (c)(1), 
the Secretary of Education shall make competitive grants to eligible 
local educational agencies to carry out projects designed to achieve 
Goal Six of the National Education Goals, which provides that by the 
year 2000, every school in America will be free of drugs and violence 
and will offer a disciplined environment conducive to learning, by 
helping to ensure that all schools are safe and free of violence.
    (b) Model Project.--The Secretary of Education, shall develop a 
written safe schools model so all schools can develop models that 
enable all students to participate regardless of any language barriers.
    (c) Authorization of Appropriations and Reservation.--
            (1) Authorization.--There are authorized to be appropriated 
        to carry out this Act $50,000,000 for fiscal year 1994.
            (2) Reservation.--From the sums appropriated to carry out 
        this Act for any fiscal year, the Secretary may reserve not 
        more than 5 percent to carry out national leadership activities 
        under section 305.

SEC. 302. ELIGIBLE APPLICANTS.

    To be eligible to receive a grant under this Act, a local 
educational agency shall demonstrate in its application under section 
303(a) that it--
            (1) serves an area in which there is a high rate of--
                    (A) homicides committed by persons between the ages 
                5 to 18, inclusive;
                    (B) referrals of youth to juvenile court;
                    (C) youth under the supervision of the courts;
                    (D) expulsions and suspensions of students from 
                school;
                    (E) referrals of youth, for disciplinary reasons, 
                to alternative schools; or
                    (F) victimization of youth by violence, crime, or 
                other forms of abuse; and
            (2) has serious school crime, violence, and discipline 
        problems, as indicated by other appropriate data.

SEC. 303. APPLICATIONS AND PLANS.

    (a) In General.--In order to receive a grant under this Act, an 
eligible local educational agency shall submit to the Secretary an 
application that includes--
            (1) an assessment of the current violence and crime 
        problems in the schools to be served by the grant and in the 
        community to be served by the applicant;
            (2) an assurance that the applicant has written policies 
        regarding school safety, student discipline, and the 
        appropriate handling of violent or disruptive acts;
            (3) a description of the schools and communities to be 
        served by the grant, the activities and projects to be carried 
        out with grant funds, and how these activities and projects 
        will help to reduce the current violence and crime problems in 
        the schools and communities served;
            (4) a description of educational materials to be developed 
        in the second most predominate language of the schools and 
        communities to be served by the grant, if applicable;
            (5) if the local educational agency receives Federal 
        education funds, an explanation of how activities assisted 
        under this Act will be coordinated with and support any 
        systemic education improvement plan prepared with such funds;
            (6) the applicant's plan to establish school-level advisory 
        committees, which include faculty, parents, staff, and 
        students, for each school to be served by the grant and a 
        description of how each committee will assist in assessing that 
        school's violence and discipline problems as well as in 
        designing appropriate programs, policies, and practices to 
        combat those problems;
            (7) the applicant's plan for collecting baseline and future 
        data, by individual schools, to monitor violence and discipline 
        problems and to measure its progress in achieving the purpose 
        of this Act;
            (8) a description of how, in subsequent fiscal years, the 
        grantee will integrate the violence prevention activities it 
        carries out with funds under this Act with activities carried 
        out under its comprehensive plan for drug and violence 
        prevention adopted under the Safe and Drug-Free Schools and 
        Communities Act of 1986;
            (9) a description of how the grantee will coordinate its 
        school crime and violence prevention efforts with education, 
        law enforcement, judicial, health, social service, programs 
        supported under the Juvenile Justice and Delinquency Prevention 
        Act of 1974, and other appropriate agencies and organizations 
        serving the community;
            (10) a description of how the grantee will inform parents 
        about the extent of crime and violence in their children's 
        schools and maximize the participation of parents in its 
        violence prevention activities;
            (11) an assurance that grant funds under this Act will be 
        used to supplement and not supplant State and local funds that 
        would, in the absence of funds under this Act, be made 
        available by the applicant for the purposes of the grant;
            (12) an assurance that the applicant will cooperate with, 
        and provide assistance to, the Secretary in gathering 
        statistics and other data the Secretary determines are 
        necessary to determine the effectiveness of projects and 
        activities under this Act or the extent of school violence and 
        discipline problems throughout the Nation; and
            (13) such other information as the Secretary may require.
    (b) Priorities.--In awarding grants under this Act, the Secretary 
shall take into account the special needs of local educational agencies 
located in both rural and urban communities.

SEC. 304. GRANTS AND USE OF FUNDS.

    (a) Duration and Amount of Grants.--Grants under this Act may not 
exceed--
            (1) 1 year in duration; and
            (2) $3,000,000.
    (b) Use of Funds.--
            (1) Activities.--A local educational agency may use funds 
        awarded under section 301(a) for 1 or more of the following 
        activities:
                    (A) Identifying and assessing school violence and 
                discipline problems, including coordinating needs 
                assessment activities with education, law-enforcement, 
                judicial, health, social service, juvenile justice 
                programs, gang prevention activities, and other 
                appropriate agencies and organizations.
                    (B) Conducting school safety reviews or violence 
                prevention reviews of programs, policies, practices, 
                and facilities to determine what changes are needed to 
                reduce or prevent violence and promote safety and 
                discipline.
                    (C) Planning for comprehensive, long-term 
                strategies for combating and preventing school violence 
                and discipline problems through the involvement and 
                coordination of school programs with other education, 
                law-enforcement, judicial, health, social service, and 
                other appropriate agencies and organizations.
                    (D) Activities which involve parents in efforts to 
                promote school safety and prevent school violence;
                    (E) Community education programs involving parents, 
                businesses, local government, the medical, and other 
                appropriate entities about the local educational 
                agency's plan to promote school safety and reduce and 
                prevent school violence and discipline problems and the 
                need for community support.
                    (F) Coordination of school-based activities 
                designed to promote school safety and reduce or prevent 
                school violence and discipline problems with related 
                efforts of education, law-enforcement, judicial, 
                health, social service, juvenile justice programs, and 
                other appropriate agencies and organizations.
                    (G) Developing and implementing violence prevention 
                activities and materials, including--
                            (i) conflict resolution and social skills 
                        development for students, teachers, aides, 
                        other school personnel, and parents;
                            (ii) disciplinary alternatives to expulsion 
                        and suspension of students who exhibit violent 
                        or anti-social behavior;
                            (iii) student-led activities such as peer 
                        mediation, peer counseling, and student courts; 
                        or
                            (iv) alternative after-school programs that 
                        provide safe havens for students, which may 
                        include cultural, recreational, educational and 
                        instructional activities, and mentoring and 
                        community service programs.
                    (H) Educating students and parents about the 
                dangers of guns and other weapons and the consequences 
                of their use.
                    (I) Developing and implementing innovative 
                curricula to prevent violence in schools and training 
                staff how to stop disruptive or violent behavior if it 
                occurs.
                    (J) Supporting ``safe zones of passage'' for 
                students between home and school through such measures 
                as Drug- and Weapon-Free School Zones, enhanced law 
                enforcement, and neighborhood patrols.
                    (K) Counseling programs for victims and witnesses 
                of school violence and crime.
                    (L) Evaluating its project under this Act.
                    (M) The cost of administering the project of the 
                local educational agency under this Act.
                    (N) Other activities that meet the purposes of this 
                Act.
            (2) Other limitations.--A local educational agency may use 
        not more than 5 percent of its grant for activities described 
        in paragraph (1)(M).
            (3) Construction.--A local educational agency may not use 
        funds under this Act for construction.

SEC. 305. NATIONAL LEADERSHIP.

    To carry out the purpose of this Act, the Secretary may use funds 
reserved under section 301(c)(2) to conduct national leadership 
activities such as research, program development and evaluation, data 
collection, public awareness activities, training and technical 
assistance, to provide grants to noncommercial telecommunications 
entities for the production and distribution of national video-based 
projects that provide young people with models for conflict resolution 
and responsible decisionmaking, and to conduct peer review of 
applications under this Act. The Secretary may carry out such 
activities directly, through interagency agreements, or through grants, 
contracts, or cooperative agreements.

SEC. 306. REPORTS.

    (a) Report to Secretary.--Local educational agencies that receive 
funds under this part shall submit to the Secretary a report not later 
than March 1, 1995, that describes progress achieved in carrying out 
the plan required under section 303.
    (b) Report to Congress.--The Secretary shall submit to the 
Committee on Education and Labor of the House of Representatives a 
report not later than October 1, 1995, which contains a detailed 
statement regarding grant awards, activities of grant recipients, a 
compilation of statistical information submitted by applicants under 
section 303, and an evaluation of programs established under this part.

SEC. 307. DEFINITIONS.

    For purposes of this Act:
            (1) Local educational agency.--The term ``local educational 
        agency'' has the meaning given such term in section 1471(12) of 
        the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        2891(12)).
            (2) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.

            Attest:

                                                                 Clerk.

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