‘‘(4) coordinate gender equity programs and ac-
tivities with other Federal agencies that have juris-
diction over education and related programs;
‘‘(5) to provide grants to develop model equity
programs;
‘‘(6) to provide funds for the implementation of
equity programs in schools throughout the Nation;
and
‘‘(7) to coordinate or provide any other activi-
ties consistent with achieving the purposes of this
part.
‘‘SEC. 4004. LOCAL IMPLEMENTATION GRANTS.
‘‘(a) AUTHORITY.—The Secretary is authorized to
make grants to, and enter into contracts with, public agen-
cies, private nonprofit agencies, organizations, and institu-
tions, including students and community groups, for ac-
tivities designed to achieve the purposes of this part at
all levels of education, including preschool, elementary and
secondary education, higher education, adult education
and vocational and technical education; for the establish-
ment and operation, for a period not exceeding 4 years,
of local programs to ensure—
‘‘(1) educational equity for women and girls;
‘‘(2) equal opportunities for both sexes; and
‘‘(3) to conduct activities incident to achieving
compliance with title IX of the Education Amend-
ments of 1972.
‘‘(b) GRANT PROGRAM.—Authorized activities under
subsection (a) may include—
‘‘(1) introduction into the curriculum and class-
room of curricula, textbooks, and other material de-
signed to achieve equity for women and girls;
‘‘(2) implementation of preservice and inservice
training with special emphasis on programs and ac-
tivities designed to provide educational equity for
women and girls;
‘‘(3) evaluation of promising or exemplary
model programs to assess the ability of such pro-
grams to improve local efforts to advance edu-
cational equity for women and girls;
‘‘(4) implementation of programs and policies
to address sexual harassment and violence against
women and girls and to ensure that educational in-
stitutions are free from threats to the safety of stu-
dents and personnel;
‘‘(5) implementation of guidance and counseling
activities, including career education programs, de-
signed to ensure educational equity for women and
girls;
‘‘(6) implementation of nondiscriminatory tests
of aptitude and achievement and of alternative as-
sessments that eliminate biased assessment instru-
ments from use;
‘‘(7) implementation of programs to increase
educational opportunities, including higher edu-
cation, vocational training, and other educational
programs for low-income women; including under-
employed and unemployed women and women receiv-
ing Aid to Families with Dependent Children bene-
fits;
‘‘(8) implementation of programs to improve
representation of women in educational administra-
tion at all levels; and
‘‘(9) planning, development and initial imple-
mentation of—
‘‘(A) comprehensive plans for implementa-
tion of equity programs in State and local edu-
cational agencies and institutions of higher edu-
cation, including community colleges;
‘‘(B) innovative approaches to school-com-
munity partnerships for educational equity; and
‘‘(C) innovative approaches to equity pro-
grams addressing combined bias, stereotyping,
and discrimination on the basis of sex and race,
ethnic origin, limited English proficiency, and
disability.
‘‘(c) APPLICATION; PARTICIPATION.—A grant may be
made, and a contract may be entered into, under this part
only upon application to the Secretary, at such time, in
such form, and containing or accompanied by such infor-
mation as the Secretary may prescribe. Each such applica-
tion shall—
‘‘(1) provide that the program or activity for
which assistance is sought will be administered by or
under the supervision of the applicant and in co-
operation with appropriate educational and commu-
nity leaders, including parent, teacher and student
organizations, 
educational 
institutions, 
business
leaders, 
community-based 
organizations 
serving
women, and other significant groups and individuals;
‘‘(2) describe a program for carrying out the
purposes described in section 4004(b) which is likely
to make a substantial contribution in attaining such
purposes;
‘‘(3) describe plans for continuation and institu-
tionalization of the program with local support fol-
lowing completion of the grant period and termi-
nation of Federal support under this part; and
‘‘(4) establish policies and procedures which en-
sure adequate documentation and evaluation of the
activities intended to be carried out under the appli-
cation.
‘‘(d) CRITERIA; PRIORITIES; CATEGORIES OF COM-
PETITION.—The Secretary shall establish criteria, prior-
ities, and categories of competition for awards under this
part to ensure that available funds are used to achieve
the purposes of this part.
‘‘(1) The criteria shall address the extent to
which—
‘‘(A) the program addresses the needs of
women and girls of color and women and girls
with disabilities;
‘‘(B) the program meets locally defined
and documented educational equity needs and
priorities, including compliance with the re-
quirements of title IX of the Education Amend-
ments of 1972;
‘‘(C) the program is a significant compo-
nent of a comprehensive plan for educational
equity and compliance with the requirements of
title IX of the Education Amendments of 1972
in the particular local educational agency, insti-
tution of higher education, vocational-technical
institution, or other educational agency or insti-
tution; and
‘‘(D) the program implements an institu-
tional strategy with long-term impact that will
continue as a central activity of the applicant
agency or institution after the grant is com-
pleted.
‘‘(2) The Secretary shall establish not more
than 4 priorities, 1 of which shall be a priority for
compliance with title IX of the Educational Amend-
ments of 1972. Not more than 60 percent of the
funds available in each fiscal year under this part
which implement the 4 priorities.
‘‘(3) The Secretary shall establish 3 categories
of competition, distinguishing among 3 types of ap-
plicants and levels of education that are—
‘‘(A) grants to local educational agencies,
State education agencies, and other agencies
and organizations providing elementary and
secondary education;
‘‘(B) grants to institutions of higher edu-
cation, including community colleges and other
agencies and organizations providing post-
secondary education, including vocational-tech-
nical education, adult education, and other pro-
grams; and
‘‘(C) grants to nonprofit organizations, in-
cluding community-based organizations groups
representing students, parents, and women, in-
cluding women and girls of color and women
and girls with disabilities.
‘‘(e) REQUIREMENT.—Not less than 25 percent of
funds used to support activities covered by subsection (b)
shall be used for awards under each category of competi-
tion in each fiscal year.
‘‘(f) SPECIAL RULE.—The Secretary shall ensure
that the grants awarded each year address—
‘‘(1) all levels of education, including preschool,
elementary and secondary education, higher edu-
cation, vocational education, and adult education;
‘‘(2) all regions of the United States, including
at least 1 grant in each of the 10 Federal regions;
and
‘‘(3) urban, rural, and suburban educational in-
stitutions.
‘‘SEC. 4005. RESEARCH AND DEVELOPMENT GRANTS.
‘‘(a) AUTHORITY.—The Secretary is authorized to
make grants to, and enter into contracts with, public agen-
cies, private nonprofit agencies, organizations, and institu-
‘‘(2) describe a plan for carrying out 1 or more
research and development activities authorized in
subsection (a) above, which is likely to make sub-
stantial contribution toward attaining the purposes
of this part; and
‘‘(3) set forth policies and procedures which en-
sure adequate documentation, data collection, and
evaluation of the activities intended to be carried out
under the application, including an evaluation or es-
timate of the potential for continued significance fol-
lowing completion of the grant period.
‘‘(c) CRITERIA AND PRIORITIES.—(1) The Secretary
shall establish criteria and priorities to ensure that avail-
able funds are used for programs that most effectively will
achieve the purposes of this part.
‘‘(2) The criteria and priorities shall be promulgated
in accordance with section 431 of the General Education
Provisions Act.
‘‘(3) In establishing priorities the Secretary shall es-
tablish not more than 4 priorities, 1 of which shall be a
program which addresses the educational needs of women
and girls who suffer multiple or compound discrimination
based on sex and on race, ethnic origin, disability, or age.
‘‘(d) SPECIAL RULE.—The Secretary shall ensure
that the total of grants awarded each year address—
‘‘(1) all levels of education, including preschool,
elementary and secondary education, higher edu-
cation, vocational education, and adult education;
‘‘(2) all regions of the United States.
‘‘(e) LIMITATION.—Nothing in this part shall be con-
strued as prohibiting men and boys from participating in
any programs or activities assisted under this part.
‘‘SEC. 4006. AUTHORIZATION OF APPROPRIATIONS.
‘‘There 
are 
authorized 
to 
be 
appropriated
$100,000,000 for the fiscal year 1994, and such sums as
may be necessary for each of the fiscal years 1995, 1996,
1997, and 1998, to carry out the provisions of section
4004 of this part; and $10,000,000 for the fiscal year
1994, and such sums as may be necessary for each of the
fiscal years 1995, 1996, 1997, and 1998 to carry out the
provisions of section 4005 of this part.’’.
TITLE II—GENDER EQUITY IN
ELEMENTARY AND SECOND-
ARY EDUCATION
Subtitle A—Teacher Equity
Training
SEC. 201. BASIC PROGRAM REQUIREMENTS.
(a) PROGRAM DESCRIPTION.—Paragraph (2) of sec-
tion 1011 of the Elementary and Secondary Education
Act is amended by inserting ‘‘the training of teachers, li-
brarians, counselors, and other instructional and pupil
services personnel in gender-equitable education methods,
techniques, and practices; the evaluation of the degree of
gender equity in the programs and projects assisted under
this chapter;’’ after ‘‘school year);’’.
(b) INNOVATIVE PROJECTS.—Subsection (b) of sec-
tion 1011 of the Elementary and Secondary Education
Act of 1965 is amended—
(1) in paragraph (6), by striking ‘‘and’’ after
the semicolon;
(2) in paragraph 7, by striking the period and
adding ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(8) training of parents, teachers, and other in-
structional pupil services personnel regarding the
impact of gender-role socialization on the edu-
cational needs of eligible children and the use of
gender-equitable educational practices.’’.
SEC. 202. SCHOOLWIDE PROJECTS.
Subsection (b) of section 1015 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) in paragraph (1)—
(A) by redesignating subparagraphs (D)
and (E) as (E) and (F), respectively; and
(B) by inserting after subparagraph (C)
the following:
‘‘(D) describes the methods used to ensure
gender-equitable instruction in programs sup-
ported under this part;’’; and
(2) in paragraph (4), by inserting ‘‘including
training in the impact of gender-role socialization on
learning and gender-equitable teaching practices’’
after ‘‘the plan’’.
SEC. 203. PARENTAL INVOLVEMENT.
Paragraph (3) of section 1016(a) of the Elementary
and Secondary Education Act of 1965 is amended by in-
serting ‘‘, including training in the impact of gender-role
socialization on learning and on gender-equitable teaching
practices’’ before the period.
SEC. 204. PROGRAM IMPROVEMENT.
Subsection (b) of section 1021 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) by redesignating paragraph (2) as para-
graph (3); and
(2) by inserting after paragraph (1) the follow-
ing:
‘‘(2) A local educational agency that dem-
onstrates a substantial difference in the participa-
tion or achievement of students by sex shall include
a description of planned efforts to implement gender
equity training for chapter 1 personnel;’’.
SEC. 205. EVEN START USES OF FUNDS.
Paragraph (4) of section 1054(b) of the Elementary
and Secondary Education Act of 1965 is amended by in-
serting ‘‘, including training on the impact of gender-role
socialization on learning and gender-equitable education
practices’’ after ‘‘programs’’.
SEC. 206. SECONDARY SCHOOL APPLICATIONS.
Subsection (b) of section 1104 of the Elementary and
Secondary Education Act is amended—
(1) by redesignating paragraphs (10), (11), and
(12) as paragraphs (11), (12), and (13), respec-
tively; and
(2) by inserting after paragraph (9) the follow-
ing:
‘‘(10) describe the methods used to ensure gen-
der-equitable instruction in the programs supported
under this part;’’.
SEC. 207. AWARD OF GRANTS.
Subsection (a) of section 1105 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) in paragraph (3), by striking ‘‘and’’ after
the semicolon;
(2) in paragraph (4) by striking the period and
adding ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(5) demonstrate the greatest degree of effort
to promote gender equity and to incorporate gender-
equitable instruction into the program.’’.
SEC. 208. LOCAL TARGETED ASSISTANCE PROGRAMS.
Subsection (b) of section 1531 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) by redesignating paragraphs (6) and (7) as
paragraphs (7) and (8), respectively; and
(2) by inserting after paragraph (5) the follow-
ing:
‘‘(6) programs designed to promote gender eq-
uity in education by eliminating gender bias in in-
struction and educational materials, identifying and
analyzing gender inequities in education, and imple-
menting and evaluating educational policies and
practices designed to achieve gender equity, includ-
ing training in gender-equitable instruction for
teachers and other educational personnel and com-
munity education programs to enhance the leader-
ship and academic skills of girls and young
women;’’.
SEC. 209. ELEMENTARY AND SECONDARY EDUCATION PRO-
GRAMS.
Paragraph (1) of section 2006(b) of the Elementary
and Secondary Education Act of 1965 is amended—
(1) in subparagraph (D), by striking ‘‘or’’ after
the semicolon;
(2) in subparagraph (E), by striking the period
and adding ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(F) preservice, inservice, and retraining
of teachers and other school personnel in gen-
der-equitable instruction in mathematics and
science.’’.
SEC. 210. NATIONAL PROGRAMS.
Paragraph (3) of section 2012(e) of the Elementary
and Secondary Education Act of 1965 is amended—
(1) in subparagraph (D), by striking ‘‘and’’
after the semicolon;
(2) in subparagraph (E), by striking the period
and adding ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(F) demonstrate a commitment to achiev-
ing gender equity both in access to the com-
puter-use program and in the teaching practices
used in the program.’’.
SEC. 213. SECRETARY’S FUND FOR INNOVATION IN EDU-
CATION.
Subsection (b) of section 4604 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) by redesignating paragraphs (2) and (3) as
(3) and (4), respectively; and
(2) by inserting after paragraph (1) the follow-
ing:
‘‘(2) training programs for teachers and in-
structional personnel on the impact of gender-role
socialization on computer learning styles and gender-
equitable methods, techniques, and practices for
computer-based instruction;’’.
Subtitle B—Gender Equity in Math
and Science
SEC. 215. DWIGHT D. EISENHOWER MATHEMATICS AND
SCIENCE EDUCATION.
Section 2006 of the Elementary and Secondary Edu-
cation Act of 1965 is amended—
(1) in subsection (b)—
(A) subparagraph (B), by inserting ‘‘and
female’’ after ‘‘of minority’’;
(B) subparagraph (D) by striking ‘‘or’’
after the semicolon;
(C) in subparagraph (E) by striking the
period and inserting ‘‘; and’’; and
(D) by adding at the end the following:
‘‘(F) preservice, inservice, and retraining of
teachers and other school personnel in gender-equi-
table instruction in mathematics and science; or
‘‘(G) providing funds for grant projects to pro-
vide career counseling, special instructional activi-
ties, and other targeted intervention and followup
programs to encourage historically underserved stu-
dents to participate fully in mathematics and science
programs.’’; and
(2) in paragraph (3) of subsection (c), by in-
serting ‘‘, including informal education such as pro-
grams sponsored by community-based organiza-
tions,’’ after ‘‘special projects’’.
SEC. 216. NATIONAL PROGRAMS.
Paragraph (3) of section 2012(e) of the Elementary
and Secondary Education Act of 1965 is amended—
(1) in subparagraph (D), by striking ‘‘and’’
after the semicolon;
(2) in subparagraph (E), by striking the period
and adding ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(F) demonstrate a commitment to achiev-
ing gender equity both in access to the com-
puter-use program and in the teaching practices
used in the program.’’.
Subtitle C—Dropout Prevention for
Pregnant and Parenting Teens
SEC. 221. EVEN START PROGRAMS OPERATED BY LOCAL
EDUCATIONAL AGENCIES.
(a) USES OF FUNDS.—Subsection (a) of section 1054
of the Elementary and Secondary Education Act of 1965
is amended—
(1) by inserting ‘‘, including teenage parents,
obtain educational skills and’’ after ‘‘help parents’’;
(2) by redesignating paragraphs (6) and (7) as
(7) and (8), respectively; and
(3) by inserting after paragraph (5) the follow-
ing:
‘‘(6) the provision that whenever feasible, data
regarding the number, age, sex, race, and ethnicity
of participants is collected;’’.
(b) ELIGIBLE PARTICIPANTS.—Section 1055 of the
Elementary and Secondary Education Act of 1965 is
amended—
(1) in paragraph (1), by striking ‘‘and’’;
(2) in paragraph (2), by striking the period and
inserting ‘‘; and’’; and by adding at the end the fol-
lowing:
‘‘(3) pregnant teenagers, teenage parents, and
the children of such teenagers.’’.
(c) APPLICATIONS.—Subparagraph (B) of section
1056(c)(5) is amended—
(1) by striking ‘‘and’’ after ‘‘proficiency’’; and
(2) by inserting ‘‘, and teenage parents’’ after
‘‘handicaps’’.
SEC. 222. SECONDARY SCHOOL PROGRAMS FOR BASIC
SKILLS IMPROVEMENT AND DROPOUT PRE-
VENTION AND REENTRY.
(a) ALLOCATION.—Subsection (c) of section 1102 of
the Elementary and Secondary Education Act of 1965 is
amended by adding at the end of paragraph (2) the follow-
ing:
‘‘(3) Each State educational agency shall allo-
cate not less than 25 percent of the funds available
to local educational agencies in the State to dropout
prevention and reentry programs which—
‘‘(A) are specifically designed to serve
pregnant teenagers and teenage parents; or
‘‘(B) include services or the coordination of
services for pregnant teenagers and teenage
parents.’’.
(b) USES OF FUNDS.—Subsection (c) of section 1103
of the Elementary and Secondary Education Act of 1965
is amended in paragraph (4), by inserting ‘‘sex, race or
ethnicity,’’ after ‘‘number, ages,’’.
(c) APPLICATIONS.—Subsection (b) of section 1104
of the Elementary and Secondary Education Act of 1965
is amended—
(1) by redesignating paragraphs (8), (9), (10),
and (11) as paragraphs (10), (11), (12), and (13),
respectively;
(2) by inserting after paragraph (7) the follow-
ing:
‘‘(8) assure that set-aside programs for preg-
nant teenagers and teenage parents provide, either
directly or in conjunction with other programs, aca-
demic skills training, parenting and child develop-
ment classes, onsite child care or transportation to
a nearby facility, and an outreach program to reach
such teenagers;
‘‘(9) assure that whenever practicable, the set-
aside programs for pregnant teenagers and teenage
parents include the provision of health care, job
training, other support services such as transpor-
tation, life skills training, mentor support, counsel-
ing services, scheduling flexibility, and referrals for
community resources;’’.
SEC. 223. LOCAL TARGETED ASSISTANCE PROGRAMS.
Paragraph (1) of section 1531(b) of the Elementary
and Secondary Education Act of 1965 is amended by in-
serting ‘‘, pregnant teenagers and teenage parents’’ after
‘‘dropping out’’.
SEC. 224. STATE AND LOCAL PLANS.
(a) STATE PLANS.—Subparagraph (C) of section
5122(b)(2) of the Elementary and Secondary Education
Act of 1965 is amended by inserting ‘‘or is a parent’’ after
‘‘pregnant’’.
(b) LOCAL DRUG ABUSE EDUCATION AND PREVEN-
TION PROGRAMS.—Subsection (a) of section 5125 of the
Elementary and Secondary Education Act of 1965 is
amended—
(1) by redesignating paragraphs (15) and (16)
as (16) and (17), respectively; and
(2) inserting after paragraph (14) the following:
‘‘(15) programs that address the special needs
of pregnant teenagers and teenage parents;’’.
SEC. 225. ASSISTANCE TO ADDRESS SCHOOL DROPOUT
PROGRAMS.
(a) GRANTS TO LOCAL EDUCATIONAL AGENCIES.—
Section 6004 of the Elementary and Secondary Education
Act of 1965 is amended—
(1) by redesignating subsections (b) through (f)
as (c) through (g), respectively; and
ther directly or in conjunction with other programs,
academic skills training, parenting and child devel-
opment classes, onsite child care or transportation to
a nearby facility, and an outreach program to reach
such teenagers;
‘‘(9) an assurance that whenever practicable,
the set-aside programs for pregnant teenagers and
teenage parents include the provision of health care,
job training, other support services such as transpor-
tation, life skills training, mentor support, counsel-
ing services, scheduling flexibility, and referrals for
community resources;’’.
Subtitle D—Schools Free from
Sexual Harassment and Abuse
SEC. 231. FREEDOM FROM SEXUAL HARASSMENT AND
ABUSE.
Subparagraph (C) of section 1471(7) of the Elemen-
tary and Secondary Education Act is amended—
(1) by striking ‘‘effective schools’’; and
(2) in clause (iii) of such subparagraph, by in-
serting ‘‘, including an environment free from sexual
harassment and abuse,’’ after ‘‘orderly school envi-
ronment’’.
SEC. 232. EFFECTIVE SCHOOLS.
Paragraph (3) of section 1542 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) by striking ‘‘effective schools’’; and
(2) in subparagraph (C) of such paragraph, by
inserting ‘‘, including an environment free from sex-
ual harassment and abuse,’’ after ‘‘orderly school en-
vironment’’.
SEC. 233. WOMEN’S EDUCATIONAL EQUITY.
Paragraph (1) of section 4002(a) of the Elementary
and Secondary Education Act of 1965 is amended—
(1) by redesignating subparagraphs (E) and
(F) as (F) and (G), respectively; and
(2) by inserting after subparagraph (D) the fol-
lowing:
‘‘(E) development and implementation of
programs to address sexual harassment and vio-
lence as part of efforts to ensure that edu-
cational institutions are free from threats to the
safety of students and employees;’’.
SEC. 234. PROGRAMS FOR THE IMPROVEMENT OF COM-
PREHENSIVE SCHOOL HEALTH EDUCATION.
Subsection (b) of section 4605 of the Elementary and
Secondary Education Act of 1965 is amended—
(1) by redesignating paragraphs (7), (8), (9),
and (10) as (8), (9), (10), and (11), respectively;
and
(2) by inserting after paragraph (6) the follow-
ing:
‘‘(7) sexual harassment and assault;’’.
Subtitle E—Link-up for Learning
SEC. 241. CONGRESSIONAL FINDINGS.
The Congress makes the following findings:
(1) Growing numbers of children live in an en-
vironment of social and economic conditions that
greatly increase their risk of academic failure when
they become students.
(2) More than 20 percent of the Nation’s chil-
dren live in poverty while at the same time the Na-
tion’s infrastructure of social support for children of
poor families has greatly eroded; for example, 40
percent of eligible children do not receive free or re-
duced price lunches or benefit from food stamps, 25
percent are not covered by health insurance, and
only 20 percent are accommodated in public hous-
ing.
(3) Many at-risk students suffer the effects of
inadequate nutrition and health care, overcrowded
and unsafe living conditions and homelessness, fam-
ily and gang violence, substance abuse, sexual abuse,
and child abuse, involuntary migration, and limited
English proficiency that often create severe barriers
to learning the knowledge and skills needed to be-
come literate, independent, and productive citizens.
(4) Almost half of all children and youths live
in a single parent family for some period of their
lives, greatly reducing parental involvement in their
education.
(5) High proportions of disadvantaged and
minority children are with never married mothers or
teenage mothers, greatly limiting the resources avail-
able for early childhood development and education.
(6) Large numbers of children and youths are
recent immigrants or children of recent immigrants
with limited English proficiency and significant
unmet educational needs.
(7) Services for at-risk students are frag-
mented, expensive, overregulated, often ineffective
and duplicative, and focused on narrow problems
and not the needs of the whole child and family.
(8) School personnel and other support service
providers often lack knowledge of and access to
available services for at-risk students and their fam-
ily in the community, are constrained by bureau-
cratic obstacles from providing the services most
needed, and have few resources or incentives to co-
ordinate services.
(9) Service providers for at-risk students such
as teachers, social workers, health care givers, juve-
nile justice workers and others are trained in sepa-
rate institutions, practice in separate agencies, and
pursue separate professional activities that provide
little support for coordination and integration of
services.
(10) Coordination and integration of services
for at-risk students emphasizing prevention and
early intervention offer a great opportunity to break
the cycle of poverty that leads to academic failure,
teenage parenthood, leaving school, low skill levels,
unemployment, and low income.
(11) Coordination of services is more cost effec-
tive for schools and support agencies because it re-
duces duplication, improves quality of services, and
substitutes prevention for expensive crisis interven-
tion.
SEC. 242. PURPOSES.
(a) IMPROVEMENT OF STUDENT PERFORMANCE.—It
is the purpose of this subtitle to establish a program of
grants to local educational agencies to improve the edu-
cational performance of at-risk students by—
(1) removing barriers to their learning;
(2) coordinating and enhancing the effective-
ness of educational support services;
(3) replicating and disseminating programs of
high quality coordinated support services;
(4) increasing parental educational involvement;
(5) improving the capacity of school and sup-
port services personnel to collaborate;
(6) integrating services, regulations, data bases,
eligibility procedures, and funding sources whenever
possible; and
(7) focusing school and community resources on
prevention and early intervention strategies to ad-
dress student needs holistically.
(b) COORDINATION.—It is also the purpose of this
subtitle to provide assistance to foster planning, coordina-
tion, and collaboration among local, county, State, and
Federal educational and other student support service
agencies and levels of government, nonprofit organiza-
tions, and the private sector to improve the educational
performance of at-risk students by—