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‘‘(A) supporting collaborative efforts by
States, or consortia of States, to review and
benchmark the quality, rigor and alignment of
State standards and assessments;
‘‘(B) supporting the development of mod-
els, at the State and local levels, of innovative
compensation systems that—
‘‘(i) provide incentives for talented in-
dividuals who have a strong knowledge of
academic content to enter teaching; and
‘‘(ii) reward experienced teachers who
acquire new knowledge and skills that are
needed in the schools and districts in
which they teach; and
‘‘(C) supporting collaborative efforts by
States, or consortia of States, to develop per-
formance-based systems for assessing content
knowledge and teaching skills prior to full
teacher licensure;
‘‘(2) may support activities of national signifi-
cance that the Secretary determines will contribute
to the recruitment and retention of highly qualified
teachers and principals in high-poverty local edu-
cational agencies, such as—
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‘‘(A) the development and implementation
of a national teacher recruitment clearinghouse
and job bank, which shall be coordinated and,
to the extent feasible, integrated with the Amer-
ica’s Job Bank administered by the Secretary
of Labor, to—
‘‘(i) disseminate information and re-
sources nationwide on entering the teach-
ing profession to persons interested in be-
coming teachers;
‘‘(ii) serve as a national resource cen-
ter for effective practices in teacher re-
cruitment and retention;
‘‘(iii) link prospective teachers to local
educational agencies and training re-
sources; and
‘‘(iv) provide information and tech-
nical assistance to prospective teachers
about certification and other State and
local requirements related to teaching;
‘‘(B) the development and implementation,
or expansion, of programs that recruit talented
individuals to become principals, including such
programs that employ alternative routes to
State certification, and that prepare both new
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and experienced principals to serve as instruc-
tional leaders, which may include the creation
and operation of a national center for the prep-
aration and support of principals as leaders of
school reform;
‘‘(C) efforts to increase the portability of
teacher pensions and reciprocity of teaching
credentials across State lines;
‘‘(D) research, evaluation, and dissemina-
tion activities related to effective strategies for
increasing the portability of teachers’ credited
years of experience across State and school dis-
trict lines; and
‘‘(E) the development and implementation
of national or regional programs to—
‘‘(i) recruit highly talented individuals
to become teachers, through alternative
certification routes, in high-poverty local
educational agencies; and
‘‘(ii) help retain those individuals as
classroom teachers in those local edu-
cational agencies for more than three
years;
‘‘(3) shall carry out a national evaluation of the
effect of activities under this part, including changes
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in instructional practice and objective measures of
student achievement;
‘‘(4) may support the National Board for Pro-
fessional Teaching Standards; and
‘‘(5) shall support the Eisenhower National
Clearinghouse for Mathematics and Science Edu-
cation under section 2142.
‘‘EISENHOWER NATIONAL CLEARINGHOUSE FOR
MATHEMATICS AND SCIENCE EDUCATION
‘‘SEC. 2142. (a) ESTABLISHMENT
OF CLEARING-
HOUSE. The Secretary shall award a competitive grant or
contract to establish the Eisenhower National Clearing-
house for Mathematics and Science Education (hereafter
in this section referred to as ‘the Clearinghouse’).
‘‘(b) AUTHORIZED ACTIVITIES.—
(1) APPLICATION
AND
AWARD
BASIS.—(A)
Each entity desiring to establish and operate the
Clearinghouse shall submit an application to the
Secretary at such time, in such manner, and con-
taining such information as the Secretary may re-
quire.
‘‘(B) The Secretary shall establish a peer-review
process to make recommendations on the recipient of
the award for the Clearinghouse.
‘‘(C) The Secretary shall make the award for
the Clearinghouse on the basis of merit.
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‘‘(2) DURATION.—The Secretary shall award
the grant or contract for the Clearinghouse for a pe-
riod of five years.
‘‘(3) ACTIVITIES.—The award recipient shall
use the award funds to—
‘‘(A) maintain a permanent collection of
such mathematics and science education in-
structional materials and programs for elemen-
tary and secondary schools as the Secretary
finds appropriate, with a priority for such mate-
rials and programs that have been identified as
promising or exemplary, through a systematic
approach such as the use of expert panels re-
quired under the Educational Research, Devel-
opment, Dissemination, and Improvement Act
of 1994;
‘‘(B) disseminate the materials and pro-
grams described in paragraph (1) to the public,
State educational agencies, local educational
agencies, and schools (particularly high-poverty,
low-performing schools), including through the
maintenance of an interactive national elec-
tronic information management and retrieval
system accessible through the Worldwide Web
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and other advanced communications tech-
nologies;
‘‘(C) coordinate with other databases con-
taining mathematics and science curriculum
and instructional materials, including Federal,
non-Federal, and, where feasible, international
databases;
‘‘(D) using not more than ten percent of
the amount awarded under this section for any
fiscal year, participate in collaborative meetings
of representatives of the Clearinghouse and the
regional consortia established under section
2424 of this title to—
‘‘(i) discuss issues of common interest
and concern;
‘‘(ii) foster effective collaboration and
cooperation in acquiring and distributing
curriculum materials and programs; and
‘‘(iii) coordinate and enhance com-
puter network access to the Clearinghouse
and the resources of the regional consortia;
‘‘(E) support the development and dissemi-
nation of model professional development mate-
rials in mathematics and science education;
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‘‘(F) contribute materials or information,
as appropriate, to other national repositories or
networks; and
‘‘(G) gather qualitative and evaluative data
on submissions to the Clearinghouse, and dis-
seminate that data widely, including through
the use of electronic dissemination networks.
‘‘(4) SUBMISSION TO CLEARINGHOUSE.—Each
Federal agency or department that develops mathe-
matics or science education instructional materials
or programs, including the National Science Foun-
dation and the Department, shall submit copies of
that material and those programs to the Clearing-
house.
‘‘(5) STEERING
COMMITTEE.—The Secretary
may appoint a steering committee to recommend
policies and activities for the Clearinghouse.
‘‘(6) APPLICATION OF COPYRIGHT LAWS.—(A)
Nothing in this section shall be construed to allow
the use or copying, in any medium, of any material
collected by the Clearinghouse that is protected
under the copyright laws of the United States unless
the permission of the owner of the copyright is ob-
tained.
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‘‘(B) In carrying out this section, the Clearing-
house shall ensure compliance with title 17 of the
United States Code.
‘‘PART B—TRANSITION TO TEACHING; TROOPS TO
TEACHERS
‘‘FINDINGS
‘‘SEC. 2211. The Congress finds as follows:
‘‘(1) School districts will need to hire more than
2 million teachers in the next decade. The need for
teachers in the areas of math, science, foreign lan-
guages, special education, and bilingual education,
and for those able to teach in high-poverty school
districts will be particularly high. To meet this need,
talented Americans of all ages should be recruited to
become successful, qualified teachers.
‘‘(2) Nearly 13 percent of teachers of academic
subjects have neither an undergraduate major nor
minor in their main assignment fields. This problem
is more acute in high-poverty schools, where the out-
of-field percentage is 22 percent.
‘‘(3) The Third International Math and Science
Study (TIMSS) ranked U.S. high school seniors last
among 16 countries in physics and next to last in
math. It is also evident, mainly from the TIMSS
data, that based on academic scores, a stronger em-
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phasis needs to be placed on the academic prepara-
tion of our children in math and science.
‘‘(4) One-fourth of high-poverty schools find it
very difficult to fill bilingual teaching positions, and
nearly half of public school teachers have students in
their classrooms for whom English is a second lan-
guage.
‘‘(5) Many career-changing professionals with
strong content-area skills are interested in a teach-
ing career, but need assistance in getting the appro-
priate pedagogical training and classroom experi-
ence.
‘‘(6) The Troops to Teachers model has been
highly successful in linking high-quality teachers to
teach in high-poverty school districts.
‘‘PURPOSE
‘‘SEC. 2212. The purpose of this part is to address
the need of high-poverty school districts for highly quali-
fied teachers in particular subject areas, such as mathe-
matics, science, foreign languages, bilingual education,
and special education needed by those school districts,
by—
‘‘(1) continuing and enhancing the Troops to
Teachers model for recruiting and supporting the
placement of such teachers; and
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‘‘(2) recruiting, preparing, placing, and sup-
porting career-changing professionals who have
knowledge and experience that will help them be-
come such teachers.
‘‘PROGRAM AUTHORIZED
‘‘SEC. 2213. (a) AUTHORITY.—Subject to subsection
(b), the Secretary is authorized to use funds appropriated
under subsection (c) for each fiscal year to award grants,
contracts, or cooperative agreements to institutions of
higher education and public and private nonprofit agencies
or organizations to carry out programs authorized by this
part.
‘‘(b) TROOPS
TO TEACHERS.—(1) Before making
awards under subsection (a) for any fiscal year, the Sec-
retary shall first—
‘‘(A) consult with the Secretary of Defense and
the Secretary of Transportation regarding the ap-
propriate amount of funding needed to continue and
enhance the Troops to Teachers program; and
‘‘(B) upon agreement, transfer that amount to
the Department of Defense to carry out the Troops
to Teachers program.
‘‘(2) The Secretary may enter into a written agree-
ment with the Departments of Defense and Transpor-
tation, or take such other steps as the Secretary deter-
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mines are appropriate to ensure effective continuation of
the Troops to Teachers program.
‘‘(c) AUTHORIZATION OF APPROPRIATIONS.—For the
purpose of carrying out this part, there are authorized to
be appropriated such sums as may be necessary for fiscal
year 2001 and each of the four succeeding fiscal years.
‘‘APPLICATION
‘‘SEC. 2214. Each applicant that desires an award
under section 2213(a) shall submit an application to the
Secretary containing such information as the Secretary
may require, including—
‘‘(1) a description of the target group of career-
changing professionals upon which the applicant will
focus in carrying out its program under this part,
including a description of the characteristics of that
target group that shows how the knowledge and ex-
perience of its members are relevant to meeting the
purpose of this part;
‘‘(2) a description of how the applicant will
identify and recruit program participants;
‘‘(3) a description of the training that program
participants will receive and how that training will
relate to their certification as teachers;
‘‘(4) a description of how the applicant will en-
sure that program participants are placed and teach
in high-poverty local educational agencies;
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‘‘(5) a description of the teacher induction serv-
ices (which may be provided through existing induc-
tion programs) the program participants will receive
throughout at least their first year of teaching;
‘‘(6) a description of how the applicant will col-
laborate, as needed, with other institutions, agencies,
or organizations to recruit, train, place, and support
program participants under this part, including evi-
dence of the commitment of those institutions, agen-
cies, or organizations to the applicant’s program;
‘‘(7) a description of how the applicant will
evaluate the progress and effectiveness of its pro-
gram, including—
‘‘(A) the program’s goals and objectives;
‘‘(B) the performance indicators the appli-
cant will use to measure the program’s
progress; and
‘‘(C) the outcome measures that will be
used to determine the program’s effectiveness;
and
‘‘(8) an assurance that the applicant will pro-
vide to the Secretary such information as the Sec-
retary determines necessary to determine the overall
effectiveness of programs under this part.
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‘‘USES OF FUNDS AND PERIOD OF SERVICE
‘‘SEC. 2215. (a) AUTHORIZED ACTIVITIES.—Funds
under this part may be used for—
‘‘(1) recruiting program participants, including
informing them of opportunities under the program
and putting them in contact with other institutions,
agencies, or organizations that would train, place,
and support them;
‘‘(2) training stipends and other financial incen-
tives for program participants, such as moving ex-
penses, not to exceed $5,000, in the aggregate, per
participant;
‘‘(3) assisting institutions of higher education
or other providers of teacher training to tailor their
training to meet the particular needs of professionals
who are changing their careers to teaching;
‘‘(4) placement activities, including identifying
high-poverty local educational agencies with needs
for the particular skills and characteristics of the
newly trained program participants and assisting
those participants to obtain employment in those
local educational agencies; and
‘‘(5) post-placement induction or support activi-
ties for program participants.
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‘‘(b) PERIOD OF SERVICE.—A program participant in
a program under this subpart who completes his or her
training shall serve in a high-poverty local educational
agency for at least three years.
‘‘(c) REPAYMENT.—The Secretary shall establish
such requirements as the Secretary determines appro-
priate to ensure that program participants who receive a
training stipend or other financial incentive under sub-
section (a)(2), but fail to complete their service obligation
under subsection (b), repay all or a portion of such stipend
or other incentive.
‘‘EQUITABLE DISTRIBUTION
‘‘SEC. 2216. To the extent practicable, the Secretary
shall make awards under this part that support programs
in different geographic regions of the Nation.
‘‘DEFINITIONS
‘‘SEC. 2217. As used in this part—
‘‘(1) the term ‘high-poverty local educational
agency’ means a local educational agency in which
the percentage of children, ages 5 through 17, from
families below the poverty level is 20 percent or
greater, or the number of such children exceeds
10,000; and
‘‘(2) the term ‘program participants’ means ca-
reer-changing professionals who—
‘‘(A) hold at least a baccalaureate degree;
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‘‘(B) demonstrate interest in, and commit-
ment to, becoming a teacher; and
‘‘(C) have knowledge and experience that
is relevant to teaching a high-need subject area
in a high-poverty local educational agency.
‘‘PART C—EARLY CHILDHOOD EDUCATOR
PROFESSIONAL DEVELOPMENT
‘‘PURPOSE
‘‘SEC. 2301. In support of the national effort to at-
tain the first of America’s Education Goals, as set out in
section 2(c)(1) of this Act, the purpose of this part is to
enhance the school readiness of young children, particu-
larly disadvantaged young children, and to prevent them
from encountering reading difficulties once they enter
school, by improving the knowledge and skills of early
childhood educators who work in communities that have
high concentrations of children living in poverty.
‘‘PROGRAM AUTHORIZED
‘‘SEC. 2302. (a) ELIGIBLE PARTNERSHIPS.—The
Secretary shall carry out the purpose of this part through
competitive grants to partnerships consisting of—
‘‘(1) either—
‘‘(A) one or more institutions of higher
education that provide professional development
for early childhood educators who work with
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children from low-income families in high-need
communities; or
‘‘(B) another public or private, nonprofit
entity that provides such professional develop-
ment; and
‘‘(2) one or more public agencies (including
local educational agencies, State educational agen-
cies, State human services agencies, and State and
local agencies administering programs under the
Child Care and Development Block Grant Act of
1990); Head Start agencies; or private, nonprofit or-
ganizations.
‘‘(b) PRIORITY.—In selecting grantees under this
part, the Secretary shall give priority to applications from
partnerships that include one or more local educational
agencies that operate early childhood education programs
for children from low-income families in high-need commu-
nities.
‘‘(c) DURATION OF GRANTS.—(1) Each grant under
this part shall be for up to four years.
‘‘(2) No grantee may receive more than one grant
under this part.
‘‘APPLICATIONS
‘‘SEC. 2303. (a) APPLICATIONS REQUIRED.—Any eli-
gible applicant that desires to receive a grant under this
part shall submit an application at such time, in such
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manner, and containing such information as the Secretary
may require.
‘‘(b) CONTENTS.—Each such application shall
include—
‘‘(1) a description of the high-need community
to be served by the project, including such demo-
graphic and socioeconomic information as the Sec-
retary may request;
‘‘(2) information on the quality of the early
childhood educator professional development pro-
gram currently conducted by the institution of high-
er education or other provider in the partnership;
‘‘(3) the results of the assessment that the enti-
ties in the partnership have undertaken to determine
the most critical professional development needs of
the early childhood educators to be served by the
partnership and in the broader community, and a
description of how the proposed project will address
those needs;
‘‘(4) a description of how the proposed project
will be carried out, including—
‘‘(A) how individuals will be selected to
participate;
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‘‘(B) the types of research-based profes-
sional development activities that will be carried
out;
‘‘(C) how research on effective professional
development and on adult learning will be used
to design and deliver project activities;
‘‘(D) how the project will coordinate with
and build on, and will not supplant or dupli-
cate, early childhood education professional de-
velopment activities that exist in the commu-
nity;
‘‘(E) how the project will train early child-
hood educators to provide services that are
based on the best available research on child,
language, and literacy development and on early
childhood pedagogy; and
‘‘(F) how the program will train early
childhood educators to meet the diverse edu-
cational needs of children in the community, in-
cluding children who have limited English pro-
ficiency, disabilities, or other special needs;
‘‘(5) a description of—
‘‘(A) the specific objectives that the appli-
cant will seek to attain through the project, and
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how the applicant will measure progress toward
attainment of those objectives; and
‘‘(B) how the objectives and the measure-
ment activities align with the performance indi-
cators established by the Secretary under sec-
tion 2306(a);
‘‘(6) a description of the applicant’s plan
for institutionalizing the activities carried out
under the project, so that they continue once
Federal funding ceases;
‘‘(7) an assurance that, where applicable, the
project will provide appropriate professional develop-
ment to volunteer staff, as well as to paid staff; and
‘‘(8) an assurance that, in developing its appli-
cation and in carrying out its project, it has con-
sulted with, and will consult with, relevant agencies
and organizations described in section 2302(a)(2)
that are not members of the partnership.
‘‘SELECTION OF GRANTEES
‘‘SEC. 2304. (a) CRITERIA.—The Secretary shall se-
lect applicants to receive funding on the basis of the com-
munity’s need for assistance and the quality of the appli-
cations.
‘‘(b) GEOGRAPHIC
DISTRIBUTION.—In selecting
grantees, the Secretary shall seek to ensure that commu-
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nities in different regions of the Nation, as well as both
urban and rural communities, are served.
‘‘USES OF FUNDS
‘‘SEC. 2305. (a) IN GENERAL.—Each recipient of a
grant under this part shall use the grant funds to carry
out activities that will improve the knowledge and skills
of early childhood educators who are working in early
childhood programs that are located in high-need commu-
nities and serve concentrations of children from low-in-
come families.
‘‘(b) ALLOWABLE ACTIVITIES.—Allowable activities
include, but are not limited to—
‘‘(1) professional development for individuals
working as early childhood educators, particularly to
familiarize those individuals with recent research on
child, language, and literacy development and on
early childhood pedagogy;
‘‘(2) professional development for early child-
hood educators in working with parents, based on
the best current research on child, language, and lit-
eracy development and parent involvement, so that
they can prepare their children to succeed in school;
‘‘(3) professional development for early child-
hood educators to work with children who have lim-
ited English proficiency, disabilities, and other spe-
cial needs;
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‘‘(4) activities that assist and support early
childhood educators during their first three years in
the field;
‘‘(5) development and implementation of early
childhood educator professional development pro-
grams that make use of distance learning and other
technologies; and
‘‘(6) data collection, evaluation, and reporting
needed to meet the requirements of this part relat-
ing to accountability.
‘‘ACCOUNTABILITY
‘‘SEC. 2306. (a) PERFORMANCE INDICATORS.—Si-
multaneously with the publication of any application no-
tice for grants under this part, the Secretary shall an-
nounce performance indicators for this part, which shall
be designed to measure—
‘‘(1) the quality of the professional development
provided;
‘‘(2) the impact of that professional develop-
ment on the early childhood education provided by
the individuals who are trained; and
‘‘(3) such other measures of program impact as
the Secretary determines appropriate.
‘‘(b) ANNUAL REPORTS.—(1) Grantees shall report
annually to the Secretary on their progress against the
performance indicators.
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‘‘(2) The Secretary may terminate a grant at any
time if he determines that the grantee is not making satis-
factory progress against those indicators.
‘‘COST-SHARING
‘‘SEC. 2307. (a) IN GENERAL.—Each grantee shall
provide, from other sources, which may include other Fed-
eral sources—
‘‘(1) at least 50 percent of the total cost of its
project for the grant period; and
‘‘(2) at least 20 percent of the project cost in
each year.
‘‘(b) ACCEPTABLE CONTRIBUTIONS.—A grantee may
meet the requirement of subsection (a) through cash or
in-kind contributions, fairly valued.
‘‘(c) WAIVERS.—The Secretary may waive or modify
the requirements of subsection (a) in cases of dem-
onstrated financial hardship.
‘‘DEFINITIONS
‘‘SEC. 2308. As used in this part, the following terms
have the following meanings:
‘‘(1)(A) 
The 
term 
‘high-need 
community’
means—
‘‘(i) a municipality, or portion of a munici-
pality, in which at least 50 percent of children
are from low-income families; or
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‘‘(ii) a municipality that is one of the 10
percent of municipalities within its State having
the greatest numbers of those children.
‘‘(B) In determining which communities are de-
scribed in subparagraph (A), the Secretary shall use
such data as he determines are most accurate and
appropriate.
‘‘(2) The term ‘low-income family’ means a
family with an income below the poverty line (as de-
fined by the Office of Management and Budget and
revised annually in accordance with section 673(2)
of the Community Services Block Grant Act (42
U.S.C. 9902(2))) applicable to a family of the size
involved for the most recent fiscal year for which
satisfactory data are available.
‘‘(3) The term ‘early childhood educator’ means
a person who provides care and education to chil-
dren at any age from birth through kindergarten.
‘‘FEDERAL COORDINATION
‘‘SEC. 2309. The Secretary and the Secretary of
Health and Human Services shall coordinate activities
under this part and other early childhood programs ad-
ministered by the two Secretaries.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 2310. For the purpose of carrying out this
part, there are authorized to be appropriated such sums
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as may be necessary for fiscal year 2001 and each of the
four succeeding fiscal years.
‘‘PART D—TECHNICAL ASSISTANCE PROGRAMS
‘‘FINDINGS
‘‘SEC. 2401. The Congress finds that—
‘‘(1) sustained, high-quality technical assistance
that responds to State and local demand, supported
by widely disseminated, research-based information
on what constitutes high-quality technical assistance
and how to identify high-quality technical assistance
providers, can enhance the opportunity for all chil-
dren to achieve to challenging State academic con-
tent and student performance standards;
‘‘(2) an integrated system for acquiring, using,
and supplying technical assistance is essential to im-
proving programs and affording all children this op-
portunity;
‘‘(3) States, local educational agencies, tribes,
and schools serving students with special needs, such
as educationally disadvantaged students and stu-
dents with limited English proficiency, have clear
needs for technical assistance in order to use funds
under this Act to provide those students with oppor-
tunities to achieve to challenging State academic
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content standards and student performance stand-
ards;
‘‘(4) current technical assistance and dissemina-
tion efforts are insufficiently responsive to the needs
of States, local educational agencies, schools, and
tribes for help in identifying their particular needs
for technical assistance and developing and imple-
menting their own integrated systems for using the
various sources of funding for technical assistance
activities under this Act (as well as other Federal,
State, and local resources) to improve teaching and
learning and to implement more effectively the pro-
grams authorized by this Act; and
‘‘(5) the Internet and other forms of advanced
telecommunications technology are an important
means of providing information and assistance in a
cost-effective way.
‘‘PURPOSE
‘‘SEC. 2402. The purpose of this part is to create a
comprehensive and cohesive, national system of technical
assistance and dissemination that is based on market prin-
ciples in responding to the demand for, and expanding the
supply of, high-quality technical assistance. Such a system
shall support States, local educational agencies, tribes,
schools, and other recipients of funds under this Act in
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implementing standards-based reform and improving stu-
dent performance through—
‘‘(1) the provision of financial support and im-
partial, research-based information designed to as-
sist States and high-need local educational agencies
to develop and implement their own integrated sys-
tems of technical assistance and select high-quality
technical assistance activities and providers for use
in those systems;
‘‘(2) the establishment of technical assistance
centers in areas that reflect identified national needs
in order to ensure the availability of strong technical
assistance in those areas;
‘‘(3) the integration of all technical assistance
and information dissemination activities carried out
or supported by the Department of Education in
order to ensure comprehensive support for school
improvement;
‘‘(4) the creation of a technology-based system,
for disseminating information about ways to improve
educational practices throughout the Nation, that re-
flects input from students, teachers, administrators,
and other individuals who participate in, or may be
affected by, the Nation’s educational system; and
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‘‘(5) national evaluations of effective technical
assistance.
‘‘Subpart 1—Strengthening the Capacity of State and
Local Educational Agencies To Become Effective,
Informed Consumers of Technical Assistance
‘‘PURPOSE
‘‘SEC. 2411. It is the purpose of this subpart to—
‘‘(1) provide grants to State and local edu-
cational agencies in order to—
‘‘(A) respond to the growing demand for
increased local decisionmaking in determining
technical assistance needs and appropriate tech-
nical assistance services;
‘‘(B) encourage States and local edu-
cational agencies to assess their technical as-
sistance needs, and how their various sources of
funding for technical assistance under this Act
and from other sources can best be coordinated
to meet those needs (including their needs to
collect and analyze data);
‘‘(C) build the capacity of State and local
educational agencies to use technical assistance
effectively and thereby improve their ability to
provide the opportunity for all children to
achieve to challenging State academic content
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standards and student performance standards;
and
‘‘(D) assist State and local educational
agencies in acquiring high-quality technical as-
sistance; and
‘‘(2) establish an independent source of con-
sumer information regarding the quality of technical
assistance activities and providers, in order to assist
State and local educational agencies, and other con-
sumers of technical assistance that receive funds
under this Act, in selecting technical assistance ac-
tivities and providers for their use.
‘‘ALLOCATION OF FUNDS
‘‘SEC. 2412. From the funds appropriated to carry
out this subpart for any fiscal year—
‘‘(1) the Secretary shall first allocate one per-
cent of such funds to the Bureau of Indian Affairs
and the Outlying Areas, in accordance with their re-
spective needs for such funds (as determined by the
Secretary) to carry out activities that meet the pur-
poses of this subpart; and
‘‘(2) from the remainder of such funds, the Sec-
retary shall—
‘‘(A) allocate two-thirds of such remainder
to State educational agencies in accordance
with the formula described in section 2413; and
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‘‘(B) allocate one-third of such remainder
to the 100 local educational agencies with the
largest number of children counted under sec-
tion 1124(c), in accordance with the formula
described in section 2416.
‘‘FORMULA GRANTS TO STATE EDUCATIONAL AGENCIES
‘‘SEC. 2413. (a) FORMULA.—Subject to subsection
(b), the Secretary shall allocate the funds under section
2412(2)(A) among the States in proportion to the relative
amounts each State would have received for Basic Grants
under subpart 2 of part A of title I of this Act for the
most recent fiscal year, if the Secretary had disregarded
the allocations under such subpart to local educational
agencies that are eligible to receive direct grants under
section 2416.
‘‘(b) ADJUSTMENTS
TO ALLOCATIONS.—The Sec-
retary shall adjust the allocations under subsection (a),
as necessary, to ensure that, of the total amount allocated
to States under subsection (a) and to local educational
agencies under section 2416, the percentage allocated to
a State under this section and to localities in the State
under section 2416 is at least the minimum percentage
for the State described in section 1124(d) for the previous
fiscal year.
‘‘(c) REALLOCATIONS.—If the Secretary determines
that any amount of any State’s allocation under sub-
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section (a) (as adjusted, if necessary, under subsection
(b)) will not be required for such fiscal year for carrying
out the activities for which such amount has been allo-
cated, the Secretary shall make such amount available for
reallocation. Any such reallocation among other States
shall occur on such dates as the Secretary shall establish,
and shall be made on the basis of criteria established by
regulation. Any amount reallocated to a State under this
subsection for any fiscal year shall remain available for
obligation during the succeeding fiscal year, and shall be
deemed to be part of the State’s allocation for the year
in which the amount is obligated.
‘‘STATE APPLICATION
‘‘SEC. 2414. (a) APPLICATION REQUIREMENTS.—
Each State desiring a grant under this subpart shall sub-
mit an application to the Secretary at such time, in such
manner, and containing such information as the Secretary
may require. Each such application shall describe—
‘‘(1) the State’s need for, and the capacity of
the State educational agency to provide, technical
assistance in implementing programs under this Act
(including assistance on the collection and analysis
of data) and in implementing the State plan or poli-
cies for comprehensive, standards-based education
reform;
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‘‘(2) how the State will use the funds provided
under this subpart to coordinate all its sources of
funds for technical assistance, including all sources
of such funds under this Act, into an integrated sys-
tem of providing technical assistance to local edu-
cational agencies, and other local recipients of funds
under this Act, within the State and implement that
system;
‘‘(3) the State educational agency’s plan for
using funds from all sources under this Act to build
its capacity, through the acquisition of outside tech-
nical assistance and other means, to provide tech-
nical assistance to local educational agencies and
other recipients within the State;
‘‘(4) how, in carrying out technical assistance
activities using funds provided from all sources
under this Act, the State will—
‘‘(A) assist local educational agencies and
schools in providing high-quality education to
all children served under this Act to achieve to
challenging academic standards;
‘‘(B) give the highest priority to meeting
the needs of high-poverty, low-performing local
educational agencies (taking into consideration
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any assistance that such local educational agen-
cies may be receiving under section 2416); and
‘‘(C) give special consideration to local
educational agencies and other recipients of
funds under this Act serving rural and isolated
areas.
‘‘(b) APPROVAL.—The Secretary shall approve a
State’s application for funds under this subpart if it meets
the requirements of subsection (a) and is of sufficient
quality to meet the purposes of this subpart. In deter-
mining whether to approve a State’s application, the Sec-
retary shall take into consideration the advice of peer re-
viewers. The Secretary shall not disapprove any applica-
tion under this section without giving the State notice and
opportunity for a hearing.
‘‘STATE USES OF FUNDS
‘‘SEC. 2415. (a) IN GENERAL.—The State edu-
cational agency may use funds provided under this sub-
part to—
‘‘(1) build its capacity (and the capacity of
other State agencies that implement programs under
this Act) to use technical assistance funds provided
under this Act effectively through the acquisition of
high-quality technical assistance, and the selection of
high-quality technical assistance activities and pro-
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viders, that meet the technical assistance needs iden-
tified by the State;
‘‘(2) develop, coordinate, and implement an in-
tegrated system—
‘‘(A) that provides technical assistance to
local educational agencies and other recipients
of funds under this Act within the State, di-
rectly, through contracts, or through subgrants
to local educational agencies, or other recipients
of funds under this Act, for activities that meet
the purposes of this subpart; and
‘‘(B) that uses all sources of funds pro-
vided for technical assistance, including all
sources of such funds under this Act; and
‘‘(3) acquire the technical assistance it needs to
increase opportunities for all children to achieve to
challenging State academic content standards and
student performance standards and to implement
the State’s plan or policies for comprehensive stand-
ards-based education reform.
‘‘(b) TYPES OF TECHNICAL ASSISTANCE.—A State’s
integrated system of providing technical assistance may
include assistance on such activities as the following:
‘‘(1) Implementing State standards in the class-
room, including aligning instruction, curriculum, as-
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sessments, and other aspects of school reform with
those standards.
‘‘(2) Collecting, disaggregating, and using data
to analyze and improve the implementation, and in-
crease the impact, of educational programs.
‘‘(3) Conducting needs assessments and plan-
ning intervention strategies that are aligned with
State goals and accountability systems.
‘‘(4) Planning and implementing effective, re-
search-based reform strategies, including schoolwide
reforms, and strategies for making schools safe, dis-
ciplined, and drug-free.
‘‘(5) Improving the quality of teaching and the
ability of teachers to serve students with special
needs (including educationally disadvantaged stu-
dents and students with limited English proficiency).
‘‘(6) Planning and implementing strategies to
promote opportunities for all children to achieve to
challenging State academic content standards and
student performance standards.
‘‘GRANTS TO LARGE LOCAL EDUCATIONAL AGENCIES
‘‘SEC. 2416. (a) FORMULA.—The Secretary shall al-
locate the funds under section 2412(2)(B) among the local
educational agencies described therein in proportion to the
relative amounts allocated to each such local educational
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agency for Basic Grants under subpart 2 of part A of title
I of this Act for the most recent fiscal year.
‘‘(b) REALLOCATIONS.—If the Secretary determines
that any amount of any local educational agency’s alloca-
tion under subsection (a) will not be required for such fis-
cal year for carrying out the activities for which such
amount has been allocated, the Secretary shall make such
amount available for reallocation. Any such reallocation
among other local educational agencies described in sec-
tion 2412(2)(B) shall occur on such dates as the Secretary
shall establish, and shall be made on the basis of criteria
established by regulation. Any amount reallocated to a
local educational agency under this subsection for any fis-
cal year shall remain available for obligation during the
succeeding fiscal year, and shall be deemed to be part of
the local educational agency’s allocation for the year in
which the amount is obligated.
‘‘LOCAL APPLICATION
‘‘SEC. 2417. (a) APPLICATION REQUIREMENTS.—
Each local educational agency described in section
2412(2)(B) that desires a grant under section 2416 shall
submit an application to the Secretary at such time, in
such manner, and containing such information as the Sec-
retary may require. Each such application shall describe—
‘‘(1) the local educational agency’s need for
technical assistance in implementing programs under
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this Act (including assistance on the use and anal-
ysis of data) and in implementing the State’s, or its
own, plan or policies for comprehensive standards-
based education reform; and
‘‘(2) how the local educational agency will use
the funds provided under this subpart to coordinate
all its various sources of funds for technical assist-
ance, including all sources of such funds under this
Act and from other sources, into an integrated sys-
tem for acquiring and using outside technical assist-
ance and other means of building its own capacity
to provide the opportunity for all children to achieve
to challenging State academic content standards and
student performance standards implementing pro-
grams under this Act, and implement that system.
‘‘(b) APPROVAL.—The Secretary shall approve a local
educational agency’s application for funds under this sub-
part if it meets the requirements of subsection (a) and
is of sufficient quality to meet the purposes of this sub-
part. In determining whether to approve a local edu-
cational agency’s application, the Secretary shall take into
consideration the advice of peer reviewers. The Secretary
shall not disapprove any application under this section
without giving the local educational agency notice and op-
portunity for a hearing.
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‘‘LOCAL USES OF FUNDS
‘‘SEC. 2418. (a) IN GENERAL.—A local educational
agency described in section 2412(2)(B) may use funds
provided under section 2416 to—
‘‘(1) build its capacity to use technical assist-
ance funds provided under this Act effectively
through the acquisition of high-quality technical as-
sistance and the selection of high-quality technical
assistance activities and providers that meet its tech-
nical assistance needs;
‘‘(2) develop, coordinate, and implement an in-
tegrated system of providing technical assistance to
its schools using all sources of funds provided for
technical assistance, including all sources of such
funds under this Act; and
‘‘(3) acquire the technical assistance it needs to
increase opportunities for all children to achieve to
challenging State academic content standards and
student performance standards and to implement
the State’s, or its own, plan or policies for com-
prehensive standards-based education reform.
‘‘(b) TYPES OF TECHNICAL ASSISTANCE.—A local
educational agency may use funds provided under this
subpart for technical assistance activities such as those de-
scribed in section 2415(b).
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‘‘EQUITABLE SERVICES FOR PRIVATE SCHOOLS
‘‘SEC. 2419. (a) INFORMATION AND TRAINING.—If
a State or local educational agency uses funds under this
subpart to—
‘‘(1) provide professional development for teach-
ers or school administrators, it shall provide for such
professional development for teachers or school ad-
ministrators in private schools located in the same
geographic area on an equitable basis; or
‘‘(2) provide information about State edu-
cational goals, standards, or assessments, it shall,
upon request, provide such information to private
schools located in the same geographic area.
‘‘(b) WAIVER.—If a State or local educational agency
is prohibited by law from complying with subsection
(a)(1), or the Secretary determines it has substantially
failed or is unwilling to comply with subsection (a)(1), the
Secretary shall waive subsection (a)(1) and arrange for
the provision of such professional development services for
such teachers or school administrators, consistent with ap-
plicable State goals and standards and section 11806 of
this Act.
‘‘CONSUMER INFORMATION
‘‘SEC. 2419A. (a) The Secretary shall, through one
or more contracts, establish an independent source of con-
sumer information regarding the quality and effectiveness
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of technical assistance activities and providers available to
States, local educational agencies, and other recipients of
funds under this Act, in selecting technical assistance ac-
tivities and providers for their use.
‘‘(b) A contract under this section may be awarded
for a period of up to five years.
‘‘(c) The Secretary may reserve, from the funds ap-
propriated to carry out this subpart for any fiscal year,
such sums as he determines necessary to carry out this
section.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 2419B. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.
‘‘Subpart 2—Technical Assistance Centers Serving
Special Needs
‘‘GENERAL PROVISIONS
‘‘SEC. 2421. In addition to meeting the requirements
of a particular section of this subpart, all technical assist-
ance providers that receive funds under this subpart, all
consortia that receive funds under subpart 2 of part B
of title III, and the educational laboratories, and clearing-
houses of the Educational Resources Information Center,
supported under the Educational Research, Development,
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Dissemination, and Improvement Act (notwithstanding
any other provision of such title or Act), shall—
‘‘(1) participate in a technical assistance net-
work with the Department and other federally sup-
ported technical assistance providers in order to co-
ordinate services and resources;
‘‘(2) ensure that the services they provide—
‘‘(A) are of high quality;
‘‘(B) are cost-effective;
‘‘(C) reflect the best information available
from research and practice, including findings
and applications such as those made available
through the Regional Educational Laboratories,
Research and Development Centers, National
Clearinghouses, and other federally supported
providers of technical assistance; and
‘‘(D) are aligned with State and local edu-
cation reform efforts;
‘‘(3) in collaboration with State educational
agencies in the States served, educational service
agencies (where appropriate), and representatives of
high-poverty, low-performing urban and rural local
educational agencies in each State served, develop a
targeted approach to providing technical assistance
that gives priority to providing intensive, ongoing
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services to high-poverty local educational agencies
and schools that are most in need of raising student
achievement (such as schools identified as in need of
improvement under section 1116(c));
‘‘(4) cooperate with the Secretary in carrying
out activities (including technical assistance activi-
ties authorized by other programs under this Act)
such as publicly disseminating materials and infor-
mation that are produced by the Department and
are relevant to the purpose, expertise, and mission
of the technical assistance provider; and
‘‘(5) use technology, including electronic dis-
semination networks and Internet-based resources,
in innovative ways to provide high-quality technical
assistance.
‘‘CENTERS FOR TECHNICAL ASSISTANCE ON THE NEEDS
OF SPECIAL POPULATIONS
‘‘SEC. 2422. (a) PROGRAM AUTHORITY.—
(1) IN GENERAL.—The Secretary is authorized
to award grants, contracts, or cooperative agree-
ments for each fiscal year to public or private non-
profit entities, or consortia of such entities, to pro-
vide for the operation of two technical assistance
centers to provide training and technical assistance
to State educational agencies, local educational
agencies, schools, tribes, community-based organiza-
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tions, and other recipients of funds under this Act
concerning—
‘‘(A) how to address the specific linguistic,
cultural, or other needs of limited English pro-
ficient, migratory, Indian, and Alaska Native
students; and
‘‘(B) educational strategies for enabling
those students to achieve to challenging State
academic content and performance standards.
‘‘(2) SPECIAL EXPERTISE REQUIRED.—An enti-
ty may receive an award under this section only if
it demonstrates, to the satisfaction of the Secretary,
that it has expertise in the areas described in para-
graphs (1) (A) and (B).
‘‘(b) DURATION OF AWARD.—Grants, contracts, or
cooperative agreements under this section shall be award-
ed for a period of up to 5 years.
‘‘(c) CENTER REQUIREMENTS.—
(1) IN GENERAL.—In order to assist local edu-
cational agencies and schools to provide high-quality
education to the students described in subsection
(a)(1)(A), so that they can achieve to challenging
State academic content and performance standards,
each center established under this section shall—
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‘‘(A) maintain appropriate staff expertise;
and
‘‘(B) provide support, training, and assist-
ance to State educational agencies, tribes, local
educational agencies, schools, and other grant
recipients under this Act in meeting the needs
of 
the 
students 
described 
in 
subsection
(a)(1)(A), including the coordination of other
Federal programs and State and local pro-
grams, resources, and reforms.
‘‘(2) PRIORITY.—Each center assisted under
this section shall give priority to providing services
to schools, including Bureau of Indian Affairs-fund-
ed schools, that educate the students described in
subsection (a)(1)(A) and have the highest percent-
ages or numbers of children in poverty and the low-
est student achievement levels.
‘‘(d) ACCOUNTABILITY.—To ensure the quality and
effectiveness of the centers supported under this section,
the Secretary shall—
‘‘(1) develop a set of performance indicators
that assesses whether the work of the centers assists
in improving teaching and learning under this Act
for students described in subsection (a)(1)(A);
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‘‘(2) conduct surveys every two years of entities
to be served under this section to determine if such
entities are satisfied with the access to, and quality
of, such services;
‘‘(3) collect, as part of the Department’s re-
views of programs under this Act, information about
the availability and quality of services provided by
the centers, and share that information with the cen-
ters; and
‘‘(4) take whatever steps are reasonable and
necessary to ensure that each center performs its re-
sponsibilities in a satisfactory manner, which may
include—
‘‘(A) termination of an award under this
part (if the Secretary concludes that perform-
ance has been unsatisfactory) and the selection
of a new center; and
‘‘(B) whatever interim arrangements the
Secretary determines are necessary to ensure
the satisfactory delivery of services under this
section.
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—For
purposes of carrying out this section, there are authorized
to be appropriated such sums as may be necessary for fis-
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cal year 2001 and for each of the four succeeding fiscal
years.
‘‘PARENTAL INFORMATION AND RESOURCE CENTERS
‘‘SEC. 2423. (a) PROGRAM AUTHORITY.—
(1) IN GENERAL.—The Secretary is authorized
to award grants, contracts, or cooperative agree-
ments for each fiscal year to nonprofit organizations
that serve parents (particularly those organizations
that make substantial efforts to reach low-income,
minority, or limited English proficient parents) to
establish parental information and resource centers
that—
‘‘(A) coordinate the efforts of Federal,
State, and local parent education and family in-
volvement initiatives; and
‘‘(B) provide training, information, and
support to—
‘‘(i)(I) State educational agencies;
‘‘(II) local educational agencies, par-
ticularly local educational agencies with
high-poverty and low-performing schools;
and
‘‘(III) schools, particularly high-pov-
erty and low-performing schools; and
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‘‘(ii) organizations that support fam-
ily-school partnerships, such as parent
teacher organizations.
‘‘(2) AWARD RULE.—In making awards under
this section, the Secretary shall, to the greatest ex-
tent possible, ensure that each State is served by at
least one recipient of such an award.
‘‘(b) APPLICATIONS.—
(1) IN GENERAL.—Each nonprofit organization
that desires an award under this section shall sub-
mit an application to the Secretary at such time,
and in such manner, as the Secretary shall deter-
mine.
‘‘(2) CONTENTS.—Each application submitted
under paragraph (1) shall, at a minimum, include—
‘‘(A) a description of the applicant’s capac-
ity and expertise to implement a grant under
this section;
‘‘(B) a description of how the applicant
would use its award to help State and local edu-
cational agencies, schools, and non-profit orga-
nizations in the State, particularly those mak-
ing substantial efforts to reach a large number
or percentage of low-income, minority, or lim-
ited English proficient children—
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‘‘(i) identify barriers to parent or fam-
ily involvement in schools, and strategies to
overcome those barriers; and
‘‘(ii) implement high-quality parent
education and family involvement pro-
grams that—
‘‘(I) improve the capacity of par-
ents to participate more effectively in
the education of their children;
‘‘(II) support the effective imple-
mentation of research-based instruc-
tional activities that support parents
and families in promoting early lan-
guage and literacy development; and
‘‘(III) support schools in pro-
moting meaningful parent and family
involvement;
‘‘(C) a description of the applicant’s plan
to disseminate information on high-quality par-
ent education and family involvement programs
to local educational agencies, schools, and non-
profit organizations that serve parents in the
State;
‘‘(D) a description of how the applicant
would coordinate its activities with the activities
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of other Federal, State, and local parent edu-
cation and family involvement programs and
with national, State, and local organizations
that provide parents and families with training,
information, and support on how to help their
children prepare for success in school and
achieve to high academic standards;
‘‘(E) a description of how the applicant
would use technology, particularly the Internet,
to disseminate information; and
‘‘(F) a description of the applicant’s goals
for the center, as well as baseline indicators for
each of the goals, a timeline for achieving the
goals, and interim measures of success toward
achieving the goals.
‘‘(c) 
MATCHING
REQUIREMENTS.—The 
Federal
share of the cost of any center funded under this section
shall not exceed 75 percent. The non-Federal share of the
cost of a center may be provided in cash or in kind, fairly
evaluated.
‘‘(d) USES OF FUNDS.—
(1) IN GENERAL.—Recipients of funds awarded
under this section shall use such funds to support
State and local educational agencies, schools, and
non-profit organizations in implementing programs
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that provide parents with training, information, and
support on how to help their children achieve to high
academic standards. Such activities may include:
‘‘(A) Assistance in the implementation of
programs that support parents and families in
promoting early language and literacy develop-
ment and prepare children to enter school ready
to succeed in school.
‘‘(B) Assistance in developing networks
and other strategies to support the use of re-
search-based, proven models of parent edu-
cation and family involvement, including the
‘Parents as Teachers’ and ‘Home Instruction
Program for Preschool Youngsters’ programs,
to promote children’s development and learning.
‘‘(C) Assistance in preparing parents to
communicate more effectively with teachers and
other professional educators and support staff,
and providing a means for on-going, meaningful
communication between parents and schools.
‘‘(D) Assistance in developing and imple-
menting parent education and family involve-
ment programs that increase parental knowl-
edge about standards-based school reform.
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‘‘(E) Disseminating information on pro-
grams, resources, and services available at the
national, State, and local levels that support
parent and family involvement in the education
of their school-age children.
‘‘(2) TARGETED ACTIVITIES.—Each recipient of
funds under this section shall use at least 75 percent
of its award to support activities that serve areas
with large numbers or concentrations of low-income
families.
‘‘(e) NATIONAL ACTIVITIES.—For any fiscal year, the
Secretary may reserve up to 5 percent of funds appro-
priated to carry out this section for that fiscal year to—
‘‘(1) provide technical assistance to the centers
funded under this section; and
‘‘(2) carry out evaluations of the program au-
thorized by this part.
‘‘(f) DEFINITIONS.—For purposes of this section—
‘‘(1) the term ‘parent education’ includes par-
ent support activities, the provision of resource ma-
terials on child development, parent-child learning
activities and child rearing issues, private and group
educational guidance, individual and group learning
experiences for the parent and child, and other ac-
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tivities that enable the parent to improve learning in
the home;
‘‘(2) the term ‘Parents as Teachers program’
means a voluntary early childhood parent education
program that—
‘‘(A) is designed to provide all parents of
children from birth through age 5 with the in-
formation and support such parents need to
give their child a solid foundation for school
success;
‘‘(B) is based on the Missouri Parents as
Teachers model, with the philosophy that par-
ents are their child’s first and most influential
teachers;
‘‘(C) provides—
‘‘(i) regularly scheduled personal visits
with families by certified parent educators;
‘‘(ii) 
regularly 
scheduled 
develop-
mental screenings; and
‘‘(iii) linkage with other resources
within the community in order to provide
services that parents may want and need,
except that such services are beyond the
scope of the Parents as Teachers program;
and
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‘‘(3) the term ‘Home Instruction for Preschool
Youngsters program’ means a voluntary early-learn-
ing program for parents with one or more children
between the ages of 3 through 5, that—
‘‘(A) provides support, training, and appro-
priate educational materials necessary for par-
ents to implement a school-readiness, home in-
struction program for their child; and
‘‘(B) includes—
‘‘(i) group meetings with other par-
ents participating in the program;
‘‘(ii) individual and group learning ex-
periences with the parent and child;
‘‘(iii) provision of resource materials
on child development and parent-child
learning activities; and
‘‘(iv) other activities that enable the
parent to improve learning in the home.
‘‘(g) REPORTS.—Each recipient of funds under this
section shall annually submit a report to the Secretary,
on its activities under this section, in such form and con-
taining such information as the Secretary may reasonably
require. A report under this subsection shall include, at
a minimum—
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‘‘(1) the number and types of activities sup-
ported by the recipient with funds received under
this section;
‘‘(2) activities supported by the recipient that
served areas with high numbers or concentrations of
low-income families; and
‘‘(3) the progress made by the recipient in
achieving the goals included in its application.
‘‘(h) GENERAL PROVISIONS.—Notwithstanding any
other provision of this section—
‘‘(1) no person, including a parent who edu-
cates a child at home, public school parent, or pri-
vate school parent, shall be required to participate in
any program of parent education or developmental
screening pursuant to the provisions of this section;
‘‘(2) no program assisted under this section
shall take any action that infringes in any manner
on the right of a parent to direct the education of
their children; and
‘‘(3) the provisions of section 444(c) of the
General Education Provisions Act shall apply to or-
ganizations that receive awards under this section.
‘‘(i) AUTHORIZATION
OF
APPROPRIATIONS.—For
purposes of carrying out this section, there are authorized
to be appropriated such sums as may be necessary for fis-
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cal year 2001 and for each of the four succeeding fiscal
years.
‘‘EISENHOWER REGIONAL MATHEMATICS AND SCIENCE
EDUCATION CONSORTIA
‘‘SEC. 2424. (a) PROGRAM AUTHORITY.—
‘‘(1) IN GENERAL.—
‘‘(A) GRANTS, CONTRACTS, OR COOPERA-
TIVE
AGREEMENTS
AUTHORIZED.—The Sec-
retary, in consultation with the Director of the
National Science Foundation, is authorized to
award grants, contracts, or cooperative agree-
ments to eligible entities to enable such entities
to establish and operate regional mathematics
and science education consortia for the purpose
of—
‘‘(i) disseminating exemplary mathe-
matics and science education instructional
materials; and
‘‘(ii) providing technical assistance for
the implementation of teaching methods
and assessment tools for use by elementary
and secondary school students, teachers,
and administrators.
‘‘(B) NUMBER
OF
AWARDS.—The Sec-
retary, in accordance with the provisions of this
subsection, shall award at least one grant, con-
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tract, or cooperative agreement to an eligible
entity in each region.
‘‘(C) SPECIAL RULE.—In any fiscal year, if
the amount made available pursuant to sub-
section (h) is less than $4,500,000, then the
Secretary may waive the provisions of subpara-
graph (B) and award grants, contracts, or co-
operative agreements of sufficient size, scope,
and quality to carry out this subsection.
‘‘(D) DESIGNATION.—Each regional con-
sortium assisted under this subsection shall be
known as an ‘Eisenhower regional consortium’.
‘‘(2) PERIOD OF AWARD AND REVIEW.—Grants,
contracts, or cooperative agreements under this sec-
tion shall be awarded for a period of not more than
five years and shall be reviewed before the end of the
30-month period beginning on the date the award is
made.
‘‘(3) AWARD
AMOUNT.—In making awards
under this section, the Secretary shall ensure that
there is a relatively equal distribution of the funds
made available among the regions, except that the
Secretary may award additional funds to a regional
consortium on the basis of population and geo-
graphical conditions of the region being served.
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‘‘(b) USE OF FUNDS.—Funds provided under this
section may be used by a regional consortium, under the
direction of a regional board established under subsection
(d), to—
‘‘(1) work cooperatively with the other regional
consortia, the Eisenhower National Clearinghouse
for Science and Mathematics Education established
under section 2142, and federally funded technical
assistance providers, to accomplish more effectively
the activities described in this subsection;
‘‘(2) assist, train, and provide technical assist-
ance to classroom teachers, administrators, and
other educators to identify, implement, assess, or
adapt the instructional materials, teaching methods,
and assessment tools described in subsection
(a)(1)(A);
‘‘(3) provide for the training of classroom
teachers to enable such teachers to instruct other
teachers, administrators, and educators in the class-
room use of the instructional materials, teaching
methods, and assessment tools described in sub-
section (a)(1)(A);
‘‘(4) implement programs and activities de-
signed to meet the needs of groups that are under-
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represented in, and underserved by, mathematics
and science education;
‘‘(5) collect data on activities assisted under
this section in order to evaluate the effectiveness of
the activities of the regional consortia;
‘‘(6) identify exemplary teaching practices and
materials from within the region and communicate
such practices and materials to the Eisenhower Na-
tional Clearinghouse for Mathematics and Science
Education;
‘‘(7) communicate, on a regular basis, with en-
tities within the region that are delivering services to
students and teachers of mathematics and science;
and
‘‘(8) assist in the development and evaluation of
State and regional plans and activities that hold
promise of bringing about systemic reform in stu-
dent performance in mathematics and science.
‘‘(c) APPLICATION.—Each eligible entity desiring a
grant or contract under this section shall submit an appli-
cation to the Secretary at such time, in such manner, and
accompanied by such additional information as the Sec-
retary may reasonably require. Each such application
shall—
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‘‘(1) demonstrate that the eligible entity has ex-
pertise in the fields of mathematics and science edu-
cation;
‘‘(2) demonstrate that the eligible entity will
implement and disseminate mathematics and science
education instructional materials, teaching methods,
and assessment tools through a consortium of the
region’s mathematics and science education organi-
zations and agencies;
‘‘(3) demonstrate that the eligible entity will
carry out the functions of the regional consortium;
‘‘(4) demonstrate that emphasis will be given to
programs and activities designed to meet the needs
of groups that are underrepresented in, and under-
served by, mathematics and science education;
‘‘(5) demonstrate that the business community
in the region served by the regional consortium will
play an integral role in designing and supporting the
regional consortium’s work; and
‘‘(6) assure that the eligible entity will conduct
its activities and supervise its personnel in a manner
that effectively ensures compliance with the copy-
right laws of the United States under title 17,
United States Code.
‘‘(d) REGIONAL BOARDS.—
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(1) IN GENERAL.—Each eligible entity receiving
an award under this section shall establish a re-
gional board to oversee the administration and es-
tablishment of program priorities for the regional
consortium established by such eligible entity. Such
regional board shall be broadly representative of the
agencies and organizations participating in the re-
gional consortium.
‘‘(2) PROHIBITION
ON
USE
OF
FEDERAL
FUNDS.—No Federal funds may be used for the es-
tablishment or operation of a regional board re-
quired by paragraph (1), except that at the discre-
tion of a regional board, Federal funds may be used
to provide assistance such as travel and accommoda-
tions for board members who could not otherwise af-
ford to participate as members of the board.
‘‘(e) PAYMENTS; FEDERAL SHARE; NON-FEDERAL
SHARE.—
(1) PAYMENTS.—The Secretary shall pay to
each eligible entity having an application approved
under subsection (c) the Federal share of the cost of
the activities described in the application.
‘‘(2) FEDERAL
SHARE.—For the purpose of
paragraph (1), the Federal share shall be 80 per-
cent.
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‘‘(3) NON-FEDERAL SHARE.—The non-Federal
share of the cost of activities described in the appli-
cation submitted under subsection (c) may be in
cash or in kind, fairly evaluated. At least 10 percent
of such non-Federal share shall be from sources
other than the Federal Government or State or local
government.
‘‘(f) EVALUATION.—
(1) EVALUATION
REQUIRED.—The Secretary,
through the Office of Educational Research and Im-
provement and in accordance with section 11911,
shall collect sufficient data on, and evaluate the ef-
fectiveness of, the activities of each regional consor-
tium.
‘‘(2) ASSESSMENT.—The evaluations described
in paragraph (1) shall include an assessment of the
effectiveness of the regional consortium in meeting
the needs of the schools, teachers, administrators,
and students in the region.
‘‘(3) REPORT.—At the end of each award, the
Secretary shall submit to the Congress a report on
the effectiveness of the programs conducted at each
regional consortium.
‘‘(g) DEFINITIONS.—For purposes of this part:
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‘‘(1) The term ‘eligible entity’ means an entity
that has demonstrated expertise in mathematics and
science education and is—
‘‘(A) a private nonprofit organization;
‘‘(B) an institution of higher education;
‘‘(C) an elementary or secondary school;
‘‘(D) a State or local educational agency;
‘‘(E) a regional educational laboratory in
consortium with the research and development
center established under section 931(c)(1)(B)(i)
of the Educational Research, Development, Dis-
semination, and Improvement Act of 1994; or
‘‘(F) any combination of the entities de-
scribed in subparagraphs (A) through (E).
‘‘(2) The terms ‘mathematics’ and ‘science’ in-
clude the technology education associated with math-
ematics and science, respectively.
‘‘(3) The term ‘region’ means a region of the
United States served by a regional education labora-
tory that is supported by the Secretary pursuant to
section 405(d)(4)(A)(i) of the General Education
Provisions Act (as such section was in existence on
the day preceding the date of enactment of the
Goals 2000: Educate America Act).
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‘‘(4) The term ‘regional consortium’ means
each regional mathematics and science education
consortium established pursuant to subsection (a).
‘‘(5) The term ‘State agency for higher edu-
cation’ means the State board of higher education or
other agency or officer primarily responsible for the
State supervision of higher education, or, if there is
no such officer or agency, an officer or agency des-
ignated for the purpose of carrying out this section
by the Governor or by State law.
‘‘(h) AUTHORIZATION
OF APPROPRIATIONS.—For
purposes of carrying out this section, there are authorized
to be appropriated such sums as may be necessary for fis-
cal year 2001 and for each of the four succeeding fiscal
years.
‘‘Subpart 3—Technology-Based Technical Assistance
Information Dissemination
‘‘WEB-BASED AND OTHER INFORMATION DISSEMINATION
‘‘SEC. 2431. (a) IN GENERAL.—(1)(A) With funds
appropriated under section 2432 for each fiscal year, the
Secretary is authorized to carry out a national system,
through the Worldwide Web and other advanced tele-
communications technologies, that supports interactive in-
formation sharing and dissemination about ways to im-
prove educational practices throughout the Nation.
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‘‘(B) In designing and implementing the system
under this subsection, the Secretary shall create opportu-
nities for the continuing input of students, teachers, ad-
ministrators, and other individuals who participate in, or
may be affected by, the Nation’s educational system.
‘‘(C) The Secretary may carry out the program au-
thorized by this subsection through the award of grants,
contracts, or cooperative agreements on a competitive
basis.
‘‘(2) The system authorized by this subsection shall
include information on—
‘‘(A) stimulating instructional materials that
are aligned with challenging content standards; and
‘‘(B) successful and innovative practices in—
‘‘(i) instruction;
‘‘(ii) professional development;
‘‘(iii) challenging academic content and
student performance standards;
‘‘(iv) assessments;
‘‘(v) effective school management; and
‘‘(vi) such other areas as the Secretary de-
termines are appropriate.
‘‘(3)(A) The Secretary may require the technical as-
sistance providers funded under this part, or under sub-
part 2 of part B of title III, or the educational laboratories
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and clearinghouses of the Educational Resources Informa-
tion Center supported under the Educational Research,
Development, Dissemination, and Improvement Act (not-
withstanding any other provision of such part, subpart,
or Act), to—
‘‘(i) provide information (including information
on practices employed in the regions or States
served by the providers) for use in the system au-
thorized by this subsection;
‘‘(ii) coordinate their activities in order to en-
sure a unified system of technical assistance; or
‘‘(iii) otherwise participate in the system au-
thorized by this subsection.
‘‘(B) The Secretary shall ensure that—
‘‘(i) the dissemination activities authorized
under this subsection are integrated with, and do
not duplicate, the dissemination activities of the Of-
fice of Educational Research and Improvement; and
‘‘(ii) the public has access, through the system
authorized by this subsection, to the latest research,
statistics, and other information supported by, or
available from, such Office.
‘‘(b) ADDITIONAL ACTIVITIES.—The Secretary is au-
thorized to carry out additional activities, using advanced
telecommunications technologies where appropriate, to as-
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sist local educational agencies, State educational agencies,
tribes, and other recipients of funds under this Act in
meeting the requirements of the Government Performance
and Results Act of 1993. Such assistance may include in-
formation on measuring and benchmarking program per-
formance and student outcomes.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 2432. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.
‘‘Subpart 4—National Evaluation Activities
‘‘NATIONAL EVALUATION ACTIVITIES
‘‘SEC. 2441. The Secretary shall conduct, directly or
through grants, contracts, or cooperative agreements, such
activities as the Secretary determines necessary to—
‘‘(1) determine what constitutes effective tech-
nical assistance;
‘‘(2) evaluate the effectiveness of the technical
assistance and dissemination programs authorized
by, or assisted under, this part and the educational
laboratories, and clearinghouses of the Educational
Resources Information Center, supported under the
Educational Research, Development, Dissemination,
and Improvement Act (notwithstanding any other
provision of such Act); and
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‘‘(3) increase the effectiveness of such pro-
grams.’’.
TITLE III—TECHNOLOGY FOR EDUCATION
SHORT TITLE
SEC. 301. Section 3101 of the ESEA is amended by
striking out ‘‘of 1994’’.
FINDINGS
SEC. 302. Section 3111 of the ESEA is amended—
(1) by amending paragraph (1) to read as fol-
lows:
‘‘(1) technology can—
‘‘(A) support education improvement ef-
forts by expanding available resources and re-
shaping instruction, teaching, and learning en-
vironments; and
‘‘(B) when used effectively and aligned
with challenging State academic content and
performance standards, support teacher capac-
ity to create classrooms where students develop
higher-order thinking and information tech-
nology skills;’’;
(2) by amending paragraph (3) to read as fol-
lows:
‘‘(3) the Federal Government—
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‘‘(A) has played an integral role in expand-
ing and improving access to technology as an
important tool for teaching and learning; and
‘‘(B) can continue to serve as a catalyst in
bringing effective uses for education technology
to the classroom by providing support for—
‘‘(i) access to technology;
‘‘(ii) the development of educational
software and web-based learning resources;
and
‘‘(iii) sustained and intensive, high-
quality professional development that is
aligned with challenging State academic
content and performance standards;’’;
(3) by amending paragraph (5) to read as fol-
lows:
‘‘(5) a 1996 Department of Commerce study
found that, by the year 2000, 60 percent of all jobs
will require computer-related skills, and other stud-
ies show that women and some minorities are under-
represented in the information technology workforce;
(4) by striking out paragraph (7);
(5) in paragraph (8), by striking out ‘‘acquisi-
tion and maintenance’’ and inserting in lieu thereof
‘‘acquisition, maintenance, and ongoing support’’;
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(6) by striking out paragraphs (9) and (11);
(7) in paragraph (12), by adding ‘‘and’’ at the
end thereof;
(8) by striking out paragraph (13);
(9) by amending paragraph (14) to read as fol-
lows:
‘‘(14) the rapidly changing nature of tech-
nology, among other factors, requires the Depart-
ment to maintain a leadership role in developing a
national vision and strategies for bringing effective
technology applications and practices to all class-
rooms and all educational programs through such
activities as—
‘‘(A) developing and carrying out a strat-
egy for an ongoing evaluation of existing and
anticipated future uses of educational tech-
nology to better inform the Federal role in sup-
porting the use of educational technology, stim-
ulate reform and innovation in teaching and
learning with technology, and further the devel-
opment of advanced technology;
‘‘(B) evaluating and assessing technology
programs;
‘‘(C) disseminating information;
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‘‘(D) coordinating with public and private
partnerships; and
‘‘(E) convening expert panels to identify
effective uses of educational technology;’’;
(10) by striking out paragraph (15);
(11) by redesignating paragraphs (2), (3), (4),
(5), (6), (8), (10), (12), and (14) as paragraphs (4),
(5), (9), (10), (15), (16), (17), (18), and (19), re-
spectively;
(12) by inserting immediately after paragraph
(1) the following new paragraphs:
‘‘(2) the cost of processing, storing, and trans-
mitting information continues to plummet, making
new advances in computer and telecommunications
technology more available to schools;
‘‘(3) by providing students with a rapidly ex-
panding educational resource base, and a unique
means of developing content knowledge, improve-
ments in software and other technology applications
(such as high-quality video, voice recognition, mod-
eling and simulation, and intelligent tutoring and
virtual reality tools), have increased student oppor-
tunities for meaningful exploration and discovery;’’;
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(13) by inserting immediately after paragraph
(5) (as redesignated by paragraph (11)) the fol-
lowing new paragraphs:
‘‘(6) poor children are less likely than their
wealthier peers to have access to a computer at
home, and to attend a school in which teachers use
technology to develop technical and higher-order
thinking skills;
‘‘(7) public schools have made significant
progress toward meeting the goal of connecting
every school to the Internet, with the percentage of
schools that are connected to the Internet increasing
from 35 percent in 1994 to 89 percent in 1998 and
nearly doubling between 1997 and 1998, but a gap
continues to exist between wealthy and poor schools
in the extent to which classrooms are connected to
the Internet and the manner in which technology is
used to support instruction;
‘‘(8) the E-Rate and other Federal education
technology initiatives are significantly increasing the
number of classrooms connected to the Internet and
providing affordable access to advanced tele-
communications;’’; and
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(14) by inserting immediately after paragraph
(10) (as redesignated by paragraph (11)) the fol-
lowing new paragraphs:
‘‘(11) because girls of all ethnicities consistently
rate themselves significantly lower than boys on
computer ability, and are less likely to experiment
with technology and enroll in advanced computer
science courses, the Federal Government should en-
courage States, local educational agencies, and
teachers to consider the needs of girls and women to
obtain technical proficiency, so that they can com-
pete in an increasingly technological society;
‘‘(12) the Federal Government should support
efforts to ensure the accessibility of all educational
technology, not just assistive technology, to students
with disabilities through strategies such as universal
design;
‘‘(13) although 25 States have some require-
ment for computer education for teacher licensure,
only two States require teacher candidates to show
that they can use technology, and only three States
require participation in technology training, as a
prerequisite for license renewal;
‘‘(14) according to a 1998 National Center for
Education Statistics survey, only 20 percent of full-
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time K–12 teachers feel fully prepared to integrate
technology into classroom instruction;’’.
STATEMENT OF PURPOSE
SEC. 303. Section 3112 of the ESEA is amended to
read as follows:
‘‘STATEMENT OF PURPOSE
‘‘SEC. 3112. To help all students to develop technical
and higher-order thinking skills and to achieve to chal-
lenging State academic content and performance stand-
ards, as well as America’s Education Goals, it is the pur-
pose of this title to—
‘‘(1) help provide all classrooms with access to
educational technology through support for the ac-
quisition of advanced multimedia computers, Inter-
net connections, and other technologies;
‘‘(2) help ensure access to, and effective use of,
educational technology in all classrooms through the
provision of sustained and intensive, high-quality
professional development that improves teachers’ ca-
pability to integrate educational technology effec-
tively into their classrooms by actively engaging stu-
dents and teachers in the use of technology;
‘‘(3) help improve the capability of teachers to
design and construct new learning experiences using
technology, and actively engage students in that de-
sign and construction;
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‘‘(4) support efforts by State educational agen-
cies and local educational agencies to create learning
environments designed to prepare students to
achieve to challenging State academic content and
performance standards through the use of research-
based teaching practices and advanced technologies;
‘‘(5) support technical assistance to State edu-
cational agencies, local educational agencies, and
communities to help them use technology-based re-
sources and information systems to support school
reform and meet the needs of students and teachers;
‘‘(6) support the development of applications
that make use of such technologies as advanced tele-
communications, hand-held devices, web-based learn-
ing resources, distance learning networks, and mod-
eling and simulation software;
‘‘(7) support Federal partnerships with business
and industry to realize more rapidly the potential of
digital communications to expand the scope of, and
opportunities for, learning;
‘‘(8) support evaluation and research on the ef-
fective use of technology in preparing all students to
achieve to challenging State academic content and
performance standards, and the impact of tech-
nology on teaching and learning;
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‘‘(9) provide national leadership to stimulate
and coordinate public and private efforts, at the na-
tional, State, and local levels, that support the devel-
opment and integration of advanced technologies
and applications to improve school planning and
classroom instruction;
‘‘(10) support the development, or redesign, of
teacher preparation programs to enable prospective
teachers to integrate the use of technology in teach-
ing and learning;
‘‘(11) increase the capacity of State and local
educational agencies to improve student achieve-
ment, particularly that of students in high-poverty,
low-performing schools;
‘‘(12) promote the formation of partnerships
and consortia to stimulate the development of, and
new uses for, technology in teaching and learning;
‘‘(13) support the creation or expansion of com-
munity technology centers that will provide dis-
advantaged residents of economically distressed
urban and rural communities with access to infor-
mation technology and related training; and
‘‘(14) help to ensure that technology is acces-
sible to, and usable by, all students, particularly stu-
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dents with disabilities or limited English pro-
ficiency.’’.
PROHIBITION AGAINST SUPPLANTING
SEC. 304. (a) Section 3113 of the ESEA is repealed.
(b) Title III of the ESEA is further amended by in-
serting immediately after section 3112 the following new
section:
‘‘SUPPLEMENT, NOT SUPPLANT
‘‘SEC. 3113. A recipient of funds awarded under this
title shall use such funds only to supplement the amount
of funds or resources that would, in the absence of such
Federal funds, be made available from non-Federal
sources for the purposes of the programs authorized under
this title, and not to supplant such non-Federal funds or
resources.’’.
PART A—FEDERAL LEADERSHIP AND NATIONAL
ACTIVITIES
STRUCTURE OF PART
SEC. 311. Part A of title III of the ESEA is
amended—
(1) by striking out the part heading and des-
ignation thereof;
(2) by striking out the subpart headings and
designations for subparts 1, 2, and 3 thereof;
(3) by repealing subpart 4; and
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(4) by inserting immediately before section
3121 the following new part designation and head-
ing:
‘‘PART A—FEDERAL LEADERSHIP AND NATIONAL
ACTIVITIES’’.
NATIONAL LONG-RANGE TECHNOLOGY PLAN
SEC. 312. Section 3121 of the ESEA is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) IN GENERAL.—Not later than one year after the
date of enactment of the Educational Excellence for All
Children Act of 1999, the Secretary shall update the na-
tional long-range educational technology plan and broadly
disseminate the updated plan.’’; and
(2) in subsection (c)—
(A) in the matter preceding paragraph (1),
by inserting ‘‘updated’’ immediately before ‘‘na-
tional’’;
(B) in paragraph (7)—
(i) by striking out ‘‘section 3123’’ and
inserting in lieu thereof ‘‘section 3101’’;
and
(ii) by striking out ‘‘and’’ at the end
thereof;
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(C) in paragraph (8), by striking out the
period at the end thereof and inserting in lieu
thereof a semicolon and ‘‘and’’;
(D) by redesignating paragraphs (7) and
(8) as paragraphs (9) and (10), respectively;
(E) by inserting immediately after para-
graph (6) the following new paragraphs:
‘‘(7) how the Secretary will promote the full in-
tegration of technology into learning, including the
creation of new instructional opportunities through
access to challenging courses and information that
would otherwise not have been available, and inde-
pendent learning opportunities for students through
technology;
‘‘(8) how the Secretary will encourage the cre-
ation of opportunities for teachers to develop,
through the use of technology, their own networks
and resources for sustained and intensive, high-qual-
ity professional development;’’; and
(F) by inserting immediately after para-
graph (10) (as redesignated by subparagraph
(D)) the following new paragraph:
‘‘(11) how the Secretary will encourage the
commercial development of effective, high-quality,
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cost-competitive educational technology and soft-
ware.’’.
FEDERAL LEADERSHIP
SEC. 313. Section 3122 of the ESEA is amended—
(1) in subsection (a), by striking out ‘‘United
States National Commission on Libraries and Infor-
mation Sciences,’’ and inserting in lieu thereof
‘‘White House Office of Science and Technology Pol-
icy,’’;
(2) in subsection (b)(1), by striking out ‘‘in ac-
cordance with’’ through the end thereof and insert-
ing in lieu thereof a period; and
(3) in subsection (c)—
(A) by striking out paragraph (4) and in-
serting in lieu thereof the following new para-
graph:
‘‘(4) the development of a national repository of
information on the effective uses of educational tech-
nology, including its use for sustained and intensive,
high-quality professional development, and the dis-
semination of that information nationwide;’’; and
(B) in paragraph (7), by striking out ‘‘ex-
isting technology’’ and inserting in lieu thereof
‘‘technology and innovative tools’’.
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REPEAL; REDESIGNATIONS; AUTHORIZATION OF
APPROPRIATIONS
SEC. 314. (a) Sections 3114, 3115, and 3123 of the
ESEA are repealed.
(b) Title III of the ESEA is further amended—
(1) by redesignating sections 3101, 3111, 3112,
3113, 3121, and 3122 as sections 3001, 3002, 3003,
3004, 3102, and 3103, respectively; and
(2) by inserting immediately before section
3102 (as redesignated by paragraph (1)) the fol-
lowing new section:
‘‘NATIONAL EVALUATION OF EDUCATION TECHNOLOGY
‘‘SEC. 3101. (a) NATIONAL EVALUATION.—
‘‘(1) IN GENERAL.—In order to better inform
the Federal role in supporting the use of educational
technology, in stimulating reform and innovation in
teaching and learning with technology, and in ad-
vancing the development of more advanced and new
types and applications of such technology, the Sec-
retary shall—
‘‘(A) develop, within 12 months of the date
of enactment of the Educational Excellence for
All Children Act of 1999, a strategy for an on-
going evaluation of existing and anticipated fu-
ture uses of educational technology; and
‘‘(B) carry out such an evaluation.
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‘‘(2) 
ACTIVITIES
AUTHORIZED.—From 
the
funds reserved under subsection (b), the Secretary
may—
‘‘(A) conduct long-term controlled studies
on the effectiveness of the uses of educational
technology;
‘‘(B) convene panels of experts to—
‘‘(i) identify uses of educational tech-
nology that hold the greatest promise for
improving teaching and learning;
‘‘(ii) assist the Secretary with the re-
view and assessment of the progress and
effectiveness of projects that are funded
under this title; and
‘‘(iii) identify barriers to the commer-
cial development of effective, high-quality,
cost-competitive 
educational 
technology
and software;
‘‘(C) conduct evaluations and applied re-
search studies that examine—
‘‘(i) how students learn using edu-
cational technology, whether singly or in
groups, and across age groups, student
populations (including students with spe-
cial needs, such as students with limited
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English proficiency and students with dis-
abilities) and settings; and
‘‘(ii) the characteristics of classrooms
and other educational settings that use
educational technology effectively;
‘‘(D) collaborate with other Federal agen-
cies that support research on, and evaluation
of, the use of network technology in educational
settings; and
‘‘(E) carry out such other activities as the
Secretary determines appropriate.
‘‘(b) AVAILABILITY OF TITLE III FUNDS FOR EVAL-
UATION.—Notwithstanding any other provision of this
title, the Secretary may use up to 4 percent of the funds
appropriated to carry out this title for any fiscal year to
carry out the activities described in subsection (a) for that
fiscal year.’’; and
(3) by inserting immediately after section 3103
(as redesignated by paragraph (1)) the following
new section:
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3104. For purposes of carrying out this part,
there are authorized to be appropriated such sums as may
be necessary for fiscal year 2001 and for each of the four
succeeding fiscal years.’’.
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PART B—SPECIAL PROJECTS
REPEALS; REDESIGNATIONS; NEW PART
SEC. 321. (a) Parts B and E of title III of the ESEA
are repealed.
(b) Parts C and D of title III of the ESEA are redes-
ignated as subparts 2 and 3 of part B of title III of the
ESEA, respectively.
(c) Sections 3301, 3302, 3303, 3304, 3305, 3306,
3307, 3308, 3401, 3402, and 3403 of the ESEA are re-
designated as sections 3221, 3222, 3223, 3224, 3225,
3226, 3227, 3228, 3231, 3232, and 3233, respectively.
(d) Title III of the ESEA is further amended by in-
serting immediately after section 3104 (as added by sec-
tion 314(b)(3) of the bill) the following new part heading
and designation, and the following new subpart:
‘‘PART B—SPECIAL PROJECTS
‘‘Subpart 1—Next-Generation Technology Innovation
Awards
‘‘PURPOSE; PROGRAM AUTHORITY
‘‘SEC. 3211. (a) PURPOSE.—It is the purpose of this
subpart to—
‘‘(1) expand the knowledge base about the use
of the next generation of advanced computers and
telecommunications in delivering new applications
for teaching and learning;
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‘‘(2) address questions of national significance
about the next generation of technology and its use
to improve teaching and learning; and
‘‘(3) develop, for wide-scale adoption by State
educational agencies and local educational agencies,
models of innovative and effective applications of
technology to teaching and learning, such as high
quality video, voice recognition devices, modeling and
simulation software (particularly web-based software
and intelligent tutoring), hand-held devices, and vir-
tual reality and wireless technologies, that are
aligned with challenging State academic content and
student performance standards.
‘‘(b) PROGRAM AUTHORITY.—
(1) IN GENERAL.—The Secretary is authorized,
through the Office of Educational Technology, to
award grants, contracts, or cooperative agreements
on a competitive basis to eligible applicants in order
to carry out the purposes of this subpart.
‘‘(2) PERIOD OF AWARD.—The Secretary may
award grants, contracts, or cooperative agreements
under this subpart for a period of not more than five
years.
‘‘ELIGIBILITY
‘‘SEC. 3212. (a) ELIGIBLE APPLICANTS.—In order to
receive an award under this subpart, an applicant shall,
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subject to subsection (c)(1), be a consortium that
includes—
‘‘(1) at least one State educational agency or
local educational agency; and
‘‘(2) at least one institution of higher education,
for-profit business, museum, library, or other public
or private entity with a particular expertise that
would assist in carrying out the purposes of this
subpart.
‘‘(b) APPLICATION REQUIREMENTS.—In order to re-
ceive an award under this subpart, an eligible applicant
shall submit an application to the Secretary at such time,
and containing such information, as the Secretary may re-
quire. Such application shall include—
‘‘(1) a description of the proposed project, and
how it would carry out the purposes of this subpart;
and
‘‘(2) a detailed plan for the independent evalua-
tion of the project, which shall include benchmarks
to monitor progress toward specific project objec-
tives.
‘‘(c) PRIORITIES.—In making awards under this sub-
part, the Secretary may establish one or more priorities
consistent with the objectives of this subpart, including:
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‘‘(1) A priority for applicants, the members of
which are one or more of the particular types de-
scribed in subsection (a)(2).
‘‘(2) A priority for projects that develop innova-
tive models of effective use of educational tech-
nology, including the development of distance learn-
ing networks, software (including software deliver-
able through the Internet), and online-learning re-
sources.
‘‘(3) A priority for projects serving more than
one State and involving large-scale innovations in
the use of technology in education.
‘‘(4) A priority for projects that develop innova-
tive models that serve traditionally underserved pop-
ulations, including low-income students, students
with disabilities, and students with limited English
proficiency.
‘‘(5) A priority for projects in which applicants
provide substantial financial and other resources to
achieve the goals of the project.
‘‘(6) A priority for projects that develop innova-
tive models for using electronic networks to provide
challenging courses, such as Advanced Placement
courses.
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‘‘USES OF FUNDS
‘‘SEC. 3213. A recipient shall use funds awarded
under this subpart to—
‘‘(1) develop new applications of educational
technologies and telecommunications to support
school reform efforts, such as wireless and web-
based telecommunications, hand-held devices, web-
based learning resources, distributed learning envi-
ronments (including distance learning networks),
and the development of educational software and
other applications; and
‘‘(2) carry out other activities consistent with
the purposes of this subpart, such as—
‘‘(A) developing innovative models for im-
proving teachers’ ability to integrate technology
effectively into course curriculum, through sus-
tained and intensive, high-quality professional
development;
‘‘(B) developing high-quality, standards-
based, digital content, including multimedia
software, digital video, and web-based re-
sources, such as—
‘‘(i) new technological formats to fa-
cilitate 
deeper 
subject 
matter 
under-
standing in particularly challenging learn-
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ing environments in areas such as physics,
foreign language, or Advanced Placement
courses;
‘‘(ii) computer modeling, visualization,
and simulation tools;
‘‘(iii) new methods for assessing stu-
dent performance;
‘‘(iv) web-based and other distance
learning curricula and related materials,
such as interoperable software components;
‘‘(v) learning-focused digital libraries,
information retrieval systems, and other
designs for supporting broad re-use of
learning content; and
‘‘(vi) software that supports the devel-
opment, modification, and maintenance of
educational materials;
‘‘(C) using telecommunications, and other
technologies, to make programs accessible to
students with special needs (such as low-income
students, students with disabilities, students in
remote areas, and students with limited English
proficiency) through such activities as using
technology to support mentoring;
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‘‘(D) 
providing 
classroom 
and 
extra-
curricular opportunities for female students to
explore the different uses of technology;
‘‘(E) promoting school-family partnerships,
which may include services for adults and fami-
lies, particularly parent education programs
that provide parents with training, information,
and support on how to help their children
achieve to high academic standards;
‘‘(F) acquiring connectivity linkages, re-
sources, distance learning networks, and serv-
ices, including hardware and software, as need-
ed to accomplish the goals of the project; and
‘‘(G) collaborating with other Department
of Education and Federal information tech-
nology research and development programs.
‘‘EVALUATION
‘‘SEC. 3214. The Secretary is authorized to—
‘‘(1) develop tools and provide resources for re-
cipients of funds under this subpart to evaluate their
activities;
‘‘(2) provide technical assistance to assist re-
cipients of funds under this subpart in evaluating
their projects;
‘‘(3) conduct independent evaluations of the ac-
tivities assisted under this subpart; and
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‘‘(4) disseminate findings and methodologies
from evaluations of activities assisted under this
subpart, or other information obtained from such
projects that would promote the design, replication,
or implementation of effective models for evaluating
the impact of educational technology on teaching
and learning.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3215. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.’’.
READY-TO-LEARN DIGITAL TELEVISION
SEC. 322. (a) Subpart 2 of part C of title III of the
ESEA (as redesignated by section 321(b) of the bill) is
further amended, in the heading thereof, by inserting
‘‘Digital’’ immediately before ‘‘Television’’.
(b) Section 3221(a) of the ESEA (as redesignated
by section 321(c) of the bill) is amended by striking out
‘‘section 3302(b)’’ and ‘‘the National Education Goals.’’
and inserting in lieu thereof ‘‘section 3222(b)’’ and
‘‘America’s Education Goals.’’, respectively.
(c) Section 3222(a)(2) of the ESEA (as redesignated
by section 321(c) of the bill) is amended by striking out
‘‘and those funded under the Star Schools Act’’.
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(d) Section 3223(2) of the ESEA (as redesignated
by section 321(c) of the bill) is amended by striking out
‘‘part’’ each place it appears and inserting in lieu thereof
‘‘subpart’’ in each such place.
(e) Section 3224 of the ESEA (as redesignated by
section 321(c) of the bill) is amended by striking out ‘‘sec-
tion 3301 or 3303’’ and inserting in lieu thereof ‘‘section
3221 or 3223’’.
(f) Section 3225 of the ESEA (as redesignated by
section 321(c) of the bill) is amended—
(1) in subsection (a), by striking out ‘‘section
3201’’ and inserting in lieu thereof ‘‘section 3221’’;
and
(2) in subsection (b)—
(A) in paragraph (1), by striking out ‘‘sec-
tion 3302(a); and’’ and inserting in lieu thereof
‘‘section 3222(a); and’’; and
(B) in paragraph (2), by striking out ‘‘sec-
tion 3303(3),’’ and inserting in lieu thereof
‘‘section 3223(3),’’.
(g) Section 3226 of the ESEA (as redesignated by
section 321(c) of the bill) is amended by striking out ‘‘sec-
tion 3302,’’ and inserting in lieu thereof ‘‘section 3222,’’.
(h) Section 3228 of the ESEA (as redesignated by
section 321(c) of the bill) is amended—
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(1) in subsection (a), by striking out ‘‘part,
$30,000,000 for fiscal year 1995, and such sums as
may be necessary’’ and ‘‘section 3302.’’ and insert-
ing in lieu thereof ‘‘subpart, such sums as may be
necessary for fiscal year 2001 and’’ and ‘‘section
3222’’, respectively; and
(2) in subsection (b), by striking out ‘‘section
3303(1)(C).’’ and inserting in lieu thereof ‘‘section
3223(1)(C).’’.
TELECOMMUNICATIONS PROGRAM FOR PROFESSIONAL
DEVELOPMENT IN THE CORE CONTENT AREAS
SEC. 323. (a) Subpart 3 of part B of title III of the
ESEA (as redesignated by section 321(b) of the bill) is
further amended by amending the subpart heading to read
as follows: ‘‘Telecommunications Program for Professional
Development in the Core Content Areas’’.
(b) Section 3231 of the ESEA (as redesignated by
section 321(c) of the bill) is amended to read as follows:
‘‘PURPOSE; PROGRAM AUTHORITY
‘‘SEC. 3231. (a) PURPOSE.—It is the purpose of this
subpart to assist elementary and secondary school teach-
ers in preparing all students to achieve to challenging
State academic content and performance standards
through a national telecommunications-based program to
improve teaching in core content areas.
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‘‘(b) PROGRAM AUTHORITY.—From funds appro-
priated to carry out this subpart, the Secretary may make
grants to nonprofit telecommunications entities, or part-
nerships of such entities, to carry out the purposes of this
subpart.’’.
(c) Section 3232 of the ESEA (as redesignated by
section 321(c) of the bill) is amended—
(1) in subsection (a)—
(A) in the matter preceding paragraph (1),
by striking out ‘‘part’’ and inserting in lieu
thereof ‘‘subpart’’;
(B) in paragraph (1), by striking out ‘‘ex-
isting publicly funded telecommunications infra-
structure to deliver video, voice and data’’ and
inserting in lieu thereof ‘‘public broadcasting
infrastructure, digital libraries, and emerging
school networks to deliver video and web-based
resources’’; and
(C) in paragraph (2), by striking out
‘‘State or local’’ through the end thereof and in-
serting in lieu thereof ‘‘national, State, or local
nonprofit public communications entities, insti-
tutions of higher education, museums, libraries,
and national education professional associations
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that have developed content standards in the
core content areas;’’; and
(2) in subsection (b)—
(A) in the heading thereof, by striking out
‘‘DEMONSTRATION’’ and inserting in lieu there-
of ‘‘PROJECT’’; and
(B) by striking out ‘‘assure that the dem-
onstration project authorized by this part is’’
and inserting in lieu thereof ‘‘ensure that the
projects carried out under this subpart are’’.
(d) Section 3233 of the ESEA (as redesignated by
section 321(c) of the bill) is amended by striking out
‘‘part, $5,000,000 for the fiscal year 1995, and such sums
as may be necessary’’ and inserting in lieu thereof ‘‘sub-
part, such sums as may be necessary for fiscal year 2001
and’’.
COMMUNITY TECHNOLOGY CENTERS
SEC. 324. Part B of Title III of the ESEA (as
amended by section 321 of the bill) is further amended
by adding immediately at the end thereof the following
new subpart:
‘‘Subpart 4—Community Technology Centers
‘‘PURPOSE; PROGRAM AUTHORITY
‘‘SEC. 3241. (a) PURPOSE.—It is the purpose of this
subpart to assist eligible applicants to—
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‘‘(1) create or expand community technology
centers that will provide disadvantaged residents of
economically distressed urban and rural communities
with access to information technology and related
training; and
‘‘(2) provide technical assistance and support to
community technology centers.
‘‘(b) PROGRAM AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary is author-
ized, through the Office of Educational Technology,
to award grants, contracts, or cooperative agree-
ments on a competitive basis to eligible applicants in
order to assist them in—
‘‘(A) creating or expanding community
technology centers; or
‘‘(B) providing technical assistance and
support to community technology centers.
‘‘(2) PERIOD OF AWARD.—The Secretary may
award grants, contracts, or cooperative agreements
under this subpart for a period of not more than
three years.
‘‘ELIGIBILITY AND APPLICATION REQUIREMENTS
‘‘SEC. 3242. (a) ELIGIBLE APPLICANTS.—In order to
be eligible to receive an award under this subpart, an ap-
plicant shall—
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‘‘(1) have the capacity to expand significantly
access to computers and related services for dis-
advantaged residents of economically distressed
urban and rural communities (who would otherwise
be denied such access); and
‘‘(2) be—
‘‘(A) an entity such as a foundation, mu-
seum, library, for-profit business, public or pri-
vate nonprofit organization, or community-
based organization;
‘‘(B) an institution of higher education;
‘‘(C) a State educational agency;
‘‘(D) a local education agency; or
‘‘(E) a consortium of entities described in
subparagraphs (A), (B), (C), or (D).
‘‘(b) APPLICATION REQUIREMENTS.—In order to re-
ceive an award under this subpart, an eligible applicant
shall submit an application to the Secretary at such time,
and containing such information, as the Secretary may re-
quire. Such application shall include—
‘‘(1) a description of the proposed project, in-
cluding a description of the magnitude of the need
for the services and how the project would expand
access to information technology and related services
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to disadvantaged residents of an economically dis-
tressed urban or rural community;
‘‘(2) a demonstration of—
‘‘(A) the commitment, including the finan-
cial commitment, of entities such as institu-
tions, organizations, business and other groups
in the community that will provide support for
the creation, expansion, and continuation of the
proposed project; and
‘‘(B) the extent to which the proposed
project establishes linkages with other appro-
priate agencies, efforts, and organizations pro-
viding services to disadvantaged residents of an
economically distressed urban or rural commu-
nity;
‘‘(3) a description of how the proposed project
would be sustained once the Federal funds awarded
under this subpart end; and
‘‘(4) a plan for the evaluation of the program,
which shall include benchmarks to monitor progress
toward specific project objectives.
‘‘(c) 
MATCHING
REQUIREMENTS.—The 
Federal
share of the cost of any project funded under this subpart
shall not exceed 50 percent. The non-Federal share of
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such project may be in cash or in kind, fairly evaluated,
including services.
‘‘USES OF FUNDS
‘‘SEC. 3243. (a) REQUIRED USES.—A recipient shall
use funds under this subpart for—
‘‘(1) creating or expanding community tech-
nology centers that expand access to information
technology and related training for disadvantaged
residents of distressed urban or rural communities;
and
‘‘(2) evaluating the effectiveness of the project.
‘‘(b) PERMISSIBLE USES.—A recipient may use funds
under this subpart for activities, described in its applica-
tion, that carry out the purposes of this subpart, such
as—
‘‘(1) supporting a center coordinator, and staff,
to supervise instruction and build community part-
nerships;
‘‘(2) acquiring equipment, networking capabili-
ties, and infrastructure to carry out the project; and
‘‘(3) developing and providing services and ac-
tivities for community residents that provide access
to computers, information technology, and the use of
such technology in support of pre-school preparation,
academic achievement, lifelong learning, and work-
force development, such as the following:
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‘‘(A) After-school activities in which chil-
dren and youths use software that provides aca-
demic enrichment and assistance with home-
work, develop their technical skills, explore the
Internet, and participate in multimedia activi-
ties, including web page design and creation.
‘‘(B) Adult education and family literacy
activities through technology and the Internet,
including—
‘‘(i) General Education Development,
English as a Second Language, and adult
basic education classes or programs;
‘‘(ii) introduction to computers;
‘‘(iii) intergenerational activities; and
‘‘(iv) lifelong learning opportunities.
‘‘(C) Career development and job prepara-
tion activities, such as—
‘‘(i) training in basic and advanced
computer skills;
‘‘(ii) resume writing workshops; and
‘‘(iii) access to databases of employ-
ment opportunities, career information,
and other online materials.
‘‘(D) Small business activities, such as—
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‘‘(i) computer-based training for basic
entrepreneurial skills and electronic com-
merce; and
‘‘(ii) access to information on business
start-up programs that is available online,
or from other sources.
‘‘(E) Activities that provide home access to
computers and technology, such as assistance
and services to promote the acquisition, instal-
lation, and use of information technology in the
home through low-cost solutions such as
networked computers, web-based television de-
vices, and other technology.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3244. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.’’.
PART C—PREPARING TOMORROW’S TEACHERS TO USE
TECHNOLOGY
NEW PART
SEC. 331. Title III of the ESEA is further amended
by adding immediately after subpart 4 of part B of such
title (as added by section 324 of the bill) the following
new part:
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‘‘PART C—PREPARING TOMORROW’S TEACHERS TO USE
TECHNOLOGY
‘‘PURPOSE; PROGRAM AUTHORITY
‘‘SEC. 3301. (a) PURPOSE.—It is the purpose of this
part to assist consortia of public and private entities in
carrying out programs that prepare prospective teachers
to use advanced technology to foster learning environ-
ments conducive to preparing all students to achieve to
challenging State and local content and student perform-
ance standards.
‘‘(b) PROGRAM AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary is author-
ized, through the Office of Educational Technology,
to award grants, contracts, or cooperative agree-
ments on a competitive basis to eligible applicants in
order to assist them in developing or redesigning
teacher preparation programs to enable prospective
teachers to use technology effectively in their class-
rooms.
‘‘(2) PERIOD OF AWARD.—The Secretary may
award grants, contracts, or cooperative agreements
under this part for a period of not more than five
years.
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‘‘ELIGIBILITY
‘‘SEC. 3302. (a) ELIGIBLE APPLICANTS.—In order to
receive an award under this part, an applicant shall be
a consortium that includes—
‘‘(1) at least one institution of higher education
that offers a baccalaureate degree and prepares
teachers for their initial entry into teaching;
‘‘(2) at least one State educational agency or
local educational agency; and
‘‘(3) one or more of the following entities:
‘‘(A) An institution of higher education
(other than the institution described in para-
graph (1)).
‘‘(B) A school or department of education
at an institution of higher education.
‘‘(C) A school or college of arts and
sciences at an institution of higher education.
‘‘(D) A private elementary or secondary
school.
‘‘(E) A professional association, founda-
tion, museum, library, for-profit business, pub-
lic or private nonprofit organization, commu-
nity-based organization, or other entity with the
capacity to contribute to the technology-related
reform of teacher preparation programs.
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‘‘(b) APPLICATION REQUIREMENTS.—In order to re-
ceive an award under this part, an eligible applicant shall
submit an application to the Secretary at such time, and
containing such information, as the Secretary may re-
quire. Such application shall include—
‘‘(1) a description of the proposed project, in-
cluding how the project would ensure that individ-
uals participating in the project would be prepared
to use technology to create learning environments
conducive to preparing all students to achieve to
challenging State and local content and student per-
formance standards;
‘‘(2) a demonstration of—
‘‘(A) the commitment, including the finan-
cial commitment, of each of the members of the
consortium; and
‘‘(B) the active support of the leadership of
each member of the consortium for the pro-
posed project;
‘‘(3) a description of how each member of the
consortium would be included in project activities;
‘‘(4) a description of how the proposed project
would be continued once the Federal funds awarded
under this part end; and
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‘‘(5) a plan for the evaluation of the program,
which shall include benchmarks to monitor progress
toward specific project objectives.
‘‘(c) MATCHING REQUIREMENTS.—
‘‘(1) IN GENERAL.—The Federal share of the
cost of any project funded under this part shall not
exceed 50 percent. Except as provided in paragraph
(2), the non-Federal share of such project may be in
cash or in kind, fairly evaluated, including services.
‘‘(2) ACQUISITION OF EQUIPMENT.—Not more
than 10 percent of the funds awarded for a project
under this part may be used to acquire equipment,
networking capabilities or infrastructure, and the
non-Federal share of the cost of any such acquisition
shall be in cash.
‘‘USES OF FUNDS
‘‘SEC. 3303. (a) REQUIRED USES.—A recipient shall
use funds under this part for—
‘‘(1) creating programs that enable prospective
teachers to use advanced technology to create learn-
ing environments conducive to preparing all students
to achieve to challenging State and local content and
student performance standards; and
‘‘(2) evaluating the effectiveness of the project.
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‘‘(b) PERMISSIBLE USES.—A recipient may use funds
under this part for activities, described in its application,
that carry out the purposes of this part, such as—
‘‘(1) developing and implementing high-quality
teacher preparation programs that enable educators
to—
‘‘(A) learn the full range of resources that
can be accessed through the use of technology;
‘‘(B) integrate a variety of technologies
into the classroom in order to expand students’
knowledge;
‘‘(C) evaluate educational technologies and
their potential for use in instruction; and
‘‘(D) help students develop their own tech-
nical skills and digital learning environments;
‘‘(2) developing alternative teacher development
paths that provide elementary and secondary schools
with well-prepared, technology-proficient educators;
‘‘(3) developing performance-based standards
and aligned assessments to measure the capacity of
prospective teachers to use technology effectively in
their classrooms;
‘‘(4) providing technical assistance to other
teacher preparation programs;
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‘‘(5) developing and disseminating resources
and information in order to assist institutions of
higher education to prepare teachers to use tech-
nology effectively in their classrooms; and
‘‘(6) subject to section 3302(c)(2), acquiring
equipment, networking capabilities, and infrastruc-
ture to carry out the project.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3304. For purposes of carrying out this part,
there are authorized to be appropriated such sums as may
be necessary for fiscal year 2001 and for each of the four
succeeding fiscal years.’’.
PART D—REGIONAL, STATE, AND LOCAL EDUCATIONAL
TECHNOLOGY RESOURCES
NEW PART
SEC. 341. Title III of the ESEA is further amended
by inserting at the end thereof the following new part
heading, subpart heading, and section:
‘‘PART D—REGIONAL, STATE, AND LOCAL
EDUCATIONAL TECHNOLOGY RESOURCES
‘‘Subpart 1—Technology Literacy Challenge Fund
‘‘PURPOSE
‘‘SEC. 3411. It is the purpose of this subpart to in-
crease the capacity of State and local educational agencies
to improve student achievement, particularly that of stu-
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dents in high-poverty, low-performing schools, by sup-
porting State and local efforts that—
‘‘(1) make effective use of new technologies and
technology applications, networks, and electronic
learning resources;
‘‘(2) utilize research-based teaching practices
that are linked to advanced technologies; and
‘‘(3) promote sustained and intensive, high-
quality professional development that increases
teacher capacity to create improved learning environ-
ments through the integration of educational tech-
nology into instruction.’’.
ALLOTMENT AND REALLOTMENT
SEC. 342. Section 3131(a)(2) of the ESEA is
amended—
(1) by inserting ‘‘(including, for purposes of
this subpart, the Bureau of Indian Affairs)’’ imme-
diately after ‘‘State educational agency’’; and
(2) by striking out the period at the end thereof
and inserting a comma and ‘‘except that such min-
imum shall apply to the aggregate of grants received
under this subpart by the outlying areas for a fiscal
year.’’.
TECHNOLOGY LITERACY CHALLENGE FUND
SEC. 343. Section 3132 of the ESEA is amended—
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(1) by amending the heading thereof to read as
follows:
‘‘TECHNOLOGY LITERACY CHALLENGE FUND’’;
(2) by amending subsection (a)(2) to read as
follows:
‘‘(2) USE OF GRANTS.—(A) Each State edu-
cational agency that receives a grant under para-
graph (1) shall use—
‘‘(i) not less than 95 percent of the grant
funds received to award, on a competitive basis,
subgrants to eligible local applicants, as defined
in section 3417, for use in creating new learn-
ing environments designed to prepare all stu-
dents, including students with disabilities or
limited English proficiency, to achieve to chal-
lenging State academic content and perform-
ance standards through the use of research-
based teaching practices and advanced tech-
nologies; and
‘‘(ii) subject to subparagraph (C), the re-
mainder of the grant funds for administrative
costs and technical assistance.
‘‘(B) In awarding subgrants under subpara-
graph (A)(i), a State educational agency shall give
priority to an eligible local applicant that is a part-
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nership that meets the requirements of section
3417(1)(B).
‘‘(C) From the funds described in subparagraph
(A)(i), a State educational agency may use not more
than 2 percent of the grant funds received by that
agency under this subpart to provide planning sub-
grants to eligible local applicants in order to assist
them to develop strategic long-term local technology
plans that shall be included in the application for a
subgrant under section 3416(1).’’; and
(3) by amending subsection (b)(2) to read as
follows:
‘‘(2) provide eligible local applicants with assist-
ance in—
‘‘(A) developing applications under section
3416;
‘‘(B) forming partnerships among the enti-
ties described in section 3417(1)(B); and
‘‘(C) establishing performance indicators
and methods for measuring program outcomes
against the indicators.’’.
STATE APPLICATION
SEC. 344. Section 3133 of the ESEA is amended to
read as follows:
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‘‘STATE APPLICATION
‘‘SEC. 3133. To receive funds under this subpart, a
State educational agency shall submit an application to
the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may reason-
ably require. As part of its application, a State educational
agency shall submit a new or updated statewide edu-
cational technology plan. The plan submitted shall dem-
onstrate how it will be coordinated with and support the
State plan or policies for comprehensive standards-based
education reform, and shall describe—
‘‘(1) how the State educational agency will meet
the national technology goals that—
‘‘(A) all teachers in the Nation will have
the training and support they need to help stu-
dents learn using computers and the informa-
tion superhighway;
‘‘(B) all teachers and students will have
modern multimedia computers in their class-
rooms;
‘‘(C) every classroom will be connected to
the information superhighway; and
‘‘(D) effective software and online learning
resources will be an integral part of every
school’s curriculum;
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‘‘(2) the State educational agency’s long-term
strategies for financing educational technology in the
State, including how the State educational agency
will use other sources of Federal and non-Federal
funds, including the E-Rate, for this purpose;
‘‘(3) the State educational agency’s criteria for
identifying, for purposes of section 3317(1)(A), a
local educational agency as high-poverty, serving at
least one low-performing school, and having a sub-
stantial need for technology, and how the State edu-
cational agency will report to the public the criteria
to be used and the outcome of the competition;
‘‘(4) the State educational agency’s specific
goals for using advanced technology to improve stu-
dent achievement to challenging State academic con-
tent and performance standards by—
‘‘(A) using web-based resources and tele-
communications networks to provide challenging
content and improve classroom instruction;
‘‘(B) using research-based teaching prac-
tices and models of effective uses of advanced
technology; and
‘‘(C) promoting sustained and intensive,
high-quality professional development that in-
creases teacher capacity to create improved
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learning environments through the integration
of technology into instruction;
‘‘(5) the State educational agency’s perform-
ance indicators for each of the goals described in
paragraphs (1), (2), and (4) and included in its
plan, baseline performance data for the indicators, a
timeline for achieving the goals, and interim meas-
ures of success toward achieving the goals;
‘‘(6) how the State educational agency will en-
sure that grants to eligible local applicants are of
sufficient size, scope, and quality to meet the pur-
poses of this subpart effectively;
‘‘(7) how the State educational agency will pro-
vide technical assistance to eligible local applicants,
and its capacity for providing such assistance;
‘‘(8) how the State educational agency will en-
sure that educational technology is accessible to, and
usable by, all students, including students with spe-
cial needs, such as students who have disabilities or
limited English proficiency; and
‘‘(9) how the State educational agency will
evaluate its activities under the plan.’’.
LOCAL USES OF FUNDS
SEC. 345. Section 3134 of the ESEA is amended to
read as follows:
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‘‘LOCAL USES OF FUNDS
‘‘SEC. 3134. Each eligible local applicant shall use
the funds made available under section 3413(a)(2)(i) for
one or more of the following activities:
‘‘(1) Adapting or expanding existing and new
applications of technology to enable teachers to cre-
ate learning environments designed to prepare stu-
dents to achieve to challenging State academic con-
tent and student performance standards through the
use of research-based teaching practices and ad-
vanced technologies.
‘‘(2) Providing sustained and intensive, high-
quality professional development in the integration
of advanced technologies into curriculum and in
using those technologies to create new learning envi-
ronments, including training in the use of technology
to access data and resources to develop curricula
and instructional materials.
‘‘(3) Enabling teachers to use the Internet to
communicate with other teachers and retrieve web-
based learning resources.
‘‘(4) Using technology to collect, manage, and
analyze data to inform school improvement efforts.
‘‘(5) Acquiring wireless telecommunications,
hand-held devices, modeling or simulation tools, dis-
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tance learning networks, and other advanced tech-
nologies with classroom applications.
‘‘(6) Acquiring wiring and access to advanced
telecommunications.
‘‘(7) Using web-based learning resources, in-
cluding those that provide access to challenging
courses such as Advanced Placement courses.
‘‘(8) Assisting schools to use technology to pro-
mote parent and family involvement, and support
communications between family and school.’’.
LOCAL APPLICATIONS
SEC. 346. Section 3135 of the ESEA is amended—
(1) in the matter preceding paragraph (1)—
(A) by inserting the subsection designation
and heading ‘‘(a) IN GENERAL.—’’ immediately
after the section heading; and
(B) by striking out ‘‘local educational
agency’’ and ‘‘section 3132(a)(2)’’ and inserting
in lieu thereof ‘‘eligible local applicant’’ and
‘‘section 3413(a)(2)’’, respectively;
(2) in paragraph (1)—
(A) by amending subparagraph (A) to read
as follows:
‘‘(A) a description of how the applicant
plans to improve the achievement of all stu-
dents by—
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‘‘(i) making effective use of new tech-
nologies, networks, and electronic learning
resources;
‘‘(ii) using research-based teaching
practices that are linked to advanced tech-
nologies; and
‘‘(iii) promoting sustained and inten-
sive, high-quality professional development
that increases the capacity of teachers to
create improved learning environments
through the integration of educational
technology into instruction.’’;
(B) by striking out subparagraph (B);
(C) by amending subparagraphs (C), (D),
and (E) to read as follows:
‘‘(C) a description of the applicant’s goals
regarding the use of educational technology to
meet the purposes of this subpart, as well as
the applicant’s baseline data, timelines, bench-
marks, and indicators of success for meeting
these goals;
‘‘(D) a description of how the applicant
will ensure sustained and intensive, high-quality
professional development for teachers, adminis-
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trators, and other educational personnel to fur-
ther the use of technology in the classroom;
‘‘(E) a description of the administrative
and technical support that the applicant will
provide schools;’’;
(D) in subparagraph (G), by striking out
‘‘and’’ at the end thereof;
(E) by amending subparagraph (H) to
read as follows:
‘‘(H) a description of the applicant’s strat-
egy for financing its strategic, long-term local
technology plan, including the use of other Fed-
eral and non-Federal funds;’—
(F) by redesignating subparagraphs (D),
(E), (F), (G), and (H) as subparagraphs (E),
(F), (G), (H), and (I), respectively;
(G) by adding at the end thereof the fol-
lowing new subparagraphs:
‘‘(J) a description of how the applicant will
use advanced technology to promote commu-
nication between teachers for activities such
as—
‘‘(i) sharing examples of student
work;
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‘‘(ii) developing instructional strate-
gies;
‘‘(iii) developing curricula aligned with
State or local standards;
‘‘(iv) using data to improve teaching
and learning; and
‘‘(K) a description of how the applicant
would use technology to improve the teaching
and learning of students with special needs,
such as students with disabilities or limited
English proficiency.’’.
(3) by amending paragraph (2) to read as fol-
lows:
‘‘(2) describe how the applicant included par-
ents, public libraries, business leaders, and commu-
nity leaders in the development of the strategic long-
term local technology plan described in paragraph
(1);’’;
(4) in paragraph (3), by striking out ‘‘and’’ at
the end thereof;
(5) in paragraph (4)(B), by striking out ‘‘Na-
tional Education Goals’’ and inserting in lieu thereof
‘‘America’s Education Goals’’;
(6) by redesignating paragraph (4) as para-
graph (8);
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(7) by inserting immediately after paragraph
(3) the following new paragraphs:
‘‘(4) describe how the applicant would use
subgrant funds to benefit low-performing schools;
‘‘(5) describe how the applicant will ensure that
technology is accessible to, and usable by, all stu-
dents, particularly students with disabilities or lim-
ited English proficiency;
‘‘(6) include an assurance that, before any
funds received under this part are used for acquiring
wiring or access to advanced telecommunications,
the applicant will use all resources available to it
through the E–Rate;
‘‘(7) if the applicant is a partnership, describe
the members of the partnership, their respective
roles, and their respective contributions to improving
the capacity of the local educational agency; and’’;
(8) by striking out subsection (d);
(9) in subsection (e), by striking out ‘‘local edu-
cational agency’’ and ‘‘under this Act or the Goals
2000: Educate America Act,’’ and inserting in lieu
thereof ‘‘eligible local applicant’’ and ‘‘under this
Act,’’, respectively; and
(10) by redesignating subsection (e) as sub-
section (b).
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REPEALS; CONFORMING CHANGES; REDESIGNATIONS
SEC. 347. (a) Sections 3136 and 3137 of the ESEA
are repealed.
(b)(1) Section 3131(a) of the ESEA is amended—
(A) in paragraph (1), by striking out ‘‘section
3114(a)(1)(C)’’ and inserting in lieu thereof ‘‘section
3418’’; and
(B) in paragraph (2), by striking out ‘‘section
3115(a)(1)(C)’’ and inserting in lieu thereof ‘‘section
3418’’; and
(2) Section 3132 of the ESEA is amended—
(A) in subsection (a)(1), by striking out ‘‘sec-
tion 3131,’’ and ‘‘section 3133.’’ and inserting in
lieu thereof ‘‘section 3412,’’ and ‘‘section 3414.’’, re-
spectively; and
(B) in subsection (b)(1)(B), by striking out
‘‘section 3133;’’ and inserting in lieu thereof ‘‘sec-
tion 3414;’’.
(c) Sections 3131, 3132, 3133, 3134, and 3135 of
the ESEA are redesignated as sections 3412, 3413, 3414,
3415, and 3416, respectively.
DEFINITIONS; AUTHORIZATION OF APPROPRIATIONS
SEC. 348. Title III of the ESEA is further amended
by adding immediately after section 3416 (as redesignated
by section 347(c) of the bill) the following new sections:
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‘‘DEFINITIONS
‘‘SEC. 3417. For purposes of this subpart—
‘‘(1) ‘eligible local applicant’ means—
‘‘(A) a local educational agency that, as
determined by the State educational agency,—
‘‘(i) is among the local educational
agencies in the State with the highest
numbers or percentages of children from
households living in poverty;
‘‘(ii) includes one or more low-per-
forming schools; and
‘‘(iii) has a substantial need for as-
sistance in acquiring and using technology;
or
‘‘(B) a partnership that includes at least
one local educational agency that meets the re-
quirements of subparagraph (A) and at least
one—
‘‘(i) local educational agency that can
demonstrate that teachers in schools
served by that agency are using technology
effectively in their classrooms;
‘‘(ii) institution of higher education;
‘‘(iii) for-profit organization that de-
velops, designs, manufactures, or produces
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technology products or services, or has
substantial expertise in the application of
technology; or
‘‘(iv) public or private non-profit orga-
nization with demonstrated experience in
the application of educational technology;
and
‘‘(2) ‘low-performing school’ means a school—
‘‘(A) identified by the local educational
agency for school improvement under section
1116(c) of this Act; or
‘‘(B) in which a substantial majority of
students fail to meet State performance stand-
ards based on State or local assessments that
are aligned to the performance standards.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3418. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.’’.
REGIONAL TECHNOLOGY IN EDUCATION CONSORTIA
SEC. 349. (a) Title III of the ESEA is further
amended by inserting immediately after section 3418 (as
added by section 348 of the bill) the following new subpart
designation and heading: ‘‘Subpart 2—Regional Tech-
nology in Education Consortia’’.
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(b) Section 3141 of the ESEA is amended—
(1) in subsection (a)—
(A) by amending the heading thereof to
read as follows: ‘‘GRANTS, CONTRACTS, AND
COOPERATIVE AGREEMENTS AUTHORIZED.—’’;
(B) by amending paragraph (1) to read as
follows:
‘‘(1) AUTHORITY.—The Secretary, through the
Office of Educational Technology, shall make grants,
or enter into contracts or cooperative agreements, in
accordance with the provisions of this subpart, to
consortia that meet the requirements of paragraph
(2). In making such awards, the Secretary shall en-
sure, to the extent possible, that each geographic re-
gion of the United States shall be served by a recipi-
ent of an award under this subpart.’’; and
(C) in paragraph (2)—
(i) in the matter preceding subpara-
graph (A), by striking out ‘‘a grant under
this section’’ and inserting in lieu thereof
‘‘an award under this subpart’’;
(ii) by redesignating subparagraphs
(B) and (C) as subparagraphs (C) and
(D), respectively; and
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(iii) by inserting immediately after
subparagraph (A) the following new sub-
paragraph:
‘‘(B) meet the requirements of section
2421 in addition to meeting the requirements of
this subpart;’’; and
(2) in subsection (b)—
(A) in paragraph (1)—
(i) in the matter preceding subpara-
graph (A), by striking out ‘‘a grant under
this section’’ and inserting in lieu thereof
‘‘an award under this subpart’’;
(ii) in subsection (B)—
(I) by striking out ‘‘information,
in coordination with information avail-
able from the Secretary,’’ and insert-
ing in lieu thereof ‘‘information’’; and
(II) by striking out ‘‘evaluate and
make recommendations on equipment
and software that support the Amer-
ica’s Education Goals and are suited
for a school’s particular needs,’’; and
(iii) in subparagraph (C), by striking
out ‘‘to participate’’ through the end there-
of and inserting in lieu thereof ‘‘assistance
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in applying advanced technologies and web-
based resources in order to design learning
environments for the 21st Century; and’’;
(B) in paragraph (2)—
(i) in the matter preceding subpara-
graph (A), by striking out ‘‘a grant under
this section’’ and inserting in lieu thereof
‘‘an award under this subpart’’;
(ii) in subparagraph (A)—
(I) in the matter preceding clause
(i), by striking out ‘‘technology-spe-
cific, ongoing professional develop-
ment,’’ and inserting in lieu thereof
‘‘sustained and intensive high-quality
professional development that pre-
pares educators to be effective devel-
opers, users, and evaluators of edu-
cational technology,’’;
(II) in clause (i), by striking out
‘‘that use’’ through the end thereof
and inserting in lieu thereof ‘‘for
teachers, administrators, school librar-
ians, and other education personnel;
and’’; and
(III) in clause (ii)—
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(aa) by striking out sub-
clauses (II), and (V);
(bb) in subclause (III), by
adding ‘‘and’’ at the end thereof;
(cc) in subclause (IV), by
striking out ‘‘video conferences
and seminars which’’ and insert-
ing in lieu thereof ‘‘the use of ad-
vanced telecommunications and
distance learning networks to’’;
and
(dd) by redesignating sub-
clauses (III) and (IV) as sub-
clauses (II) and (III), respec-
tively;
(iii) by striking out subparagraphs
(B) and (C);
(iv) in subparagraph (F), by striking
out ‘‘for students’’ through the end thereof
and inserting in lieu thereof a comma and
‘‘coordinated with other programs sup-
ported under this title, that incorporate the
effective use of advanced technology into
teacher preparation courses;’’;
(v) in subparagraph (G)—
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(I) by striking out ‘‘develop sup-
port from’’ and inserting in lieu there-
of ‘‘increase the involvement and sup-
port of’’; and
(II) by striking out the period at
the end thereof and inserting in lieu
thereof a semicolon and ‘‘and’’; and
(vi) by redesignating subparagraphs
(D), (E), (F), and (G) as subparagraphs
(B), (C), (D), and (E), respectively;
(C) in paragraph (3)—
(i) in the matter preceding subpara-
graph (A), by striking out ‘‘a grant under
this section’’ and inserting in lieu thereof
‘‘an award under this subpart’’;
(ii) in subparagraph (A), by adding
‘‘and’’ at the end thereof;
(iii) in subparagraph (B), by striking
out the semicolon and ‘‘and’’ at the end
thereof and inserting in lieu thereof a pe-
riod;
(iv) by striking out subparagraph (C);
(v) by redesignating subparagraphs
(A) and (B) as subparagraphs (B) and
(C), respectively; and
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(vi) by inserting immediately before
subparagraph (B) (as redesignated by
clause (v)) the following new subpara-
graph:
‘‘(A) maintain, or contribute to, a nation-
ally accessible repository that contains informa-
tion about effective uses of educational tech-
nology, including for sustained and intensive,
high-quality professional development, and dis-
seminate that information nationwide;’’; and
(D) by amending paragraph (4) to read as
follows:
‘‘(4) Each consortium receiving an award under
this subpart shall—
‘‘(A) collaborate, and coordinate the serv-
ices that it provides, with appropriate regional
and other entities assisted in whole or in part
by the Department;
‘‘(B) coordinate activities and establish
partnerships with organizations and institutions
of higher education that represent the interests
of the region regarding the application of tech-
nology to teaching, learning, instructional man-
agement, dissemination, the collection and dis-
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tribution of educational statistics, and the
transfer of student information; and
‘‘(C) collaborate with the Department and
recipients of funding under other technology
programs of the Department, particularly the
Technology Literacy Challenge Fund under
subpart 1, and the Next-Generation Technology
Innovation Awards program under subpart 1 of
part B, to assist the Department and those re-
cipients as requested by the Secretary.’’.
(c) Section 3141 of the ESEA is redesignated as sec-
tion 3421.
(d) Title III of the ESEA is further amended by in-
serting immediately after section 3421 (as redesignated by
subsection (c)) the following new section:
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3422. For purposes of carrying out this sub-
part, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and for each of
the four succeeding fiscal years.’’.
TITLE IV—SAFE AND DRUG-FREE SCHOOLS
AND COMMUNITIES ACT
SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES
SEC. 401. Title IV of the ESEA is amended to read
as follows:
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‘‘TITLE IV—SAFE AND DRUG-FREE SCHOOLS
AND COMMUNITIES
‘‘SHORT TITLE
‘‘SEC. 4001. This title may be cited as the ‘Safe and
Drug-Free Schools and Communities Act’.
‘‘FINDINGS
‘‘SEC. 4002. The Congress finds that:
‘‘(1) Safe and Drug-Free Schools and Commu-
nities Programs support achievement of Goal One of
the National Drug Control Strategy—to educate and
enable America’s youth to reject illegal drugs, as
well as alcohol and tobacco—and Goal Seven of
America’s Education Goals—that every school in the
United States will be free of drugs, violence, and the
unauthorized presence of firearms and alcohol.
‘‘(2) It is essential for schools to provide a
drug-free, safe, and orderly learning environment for
all students, if all students are to live healthy lives
and achieve to high academic standards.
‘‘(3) Student drug use and school violence are
serious educational and public health concerns.
‘‘(4) Safe and Drug-Free Schools and Commu-
nities programs are most likely to be effective when
they are based on a thorough assessment of objective
data about the drug and violence problems in schools
and communities, are designed to meet measurable
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goals and objectives, are based on sound research or
evaluation findings, and are evaluated regularly and
held accountable for results.
‘‘(5) Safe and Drug-Free Schools and Commu-
nities program resources should be targeted at the
local level to projects in areas that demonstrate need
for the funds, have developed the best strategic
plans for using the funds, and are committed to
being accountable for results.
‘‘(6) Lifelong physical activity contributes to
students’ well-being and, consistent with the second
of America’s Education Goals, it is appropriate for
the Federal government to help strengthen State
and local efforts in this area.
‘‘PURPOSE
‘‘SEC. 4003. DECLARATION OF PURPOSE.—The pur-
pose of this title is to support programs for creating and
maintaining drug-free, safe, and orderly environments for
learning in and around schools, by awarding Federal fi-
nancial assistance to—
‘‘(1) State educational agencies for competitive
awards to local educational agencies with a dem-
onstrated need for services and the highest quality
proposed programming;
‘‘(2) Governors for competitive awards to local
educational agencies, as well as community-based or-
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ganizations and other public entities and nonprofit
organizations, for programs that complement and
support local educational agency programs;
‘‘(3) State educational agencies and Governors
for capacity-building, and technical assistance and
accountability services and activities to improve the
effectiveness of, and institutionalize, State and local
Safe and Drug-Free Schools and Communities pro-
grams; and
‘‘(4) Public and private organizations, and indi-
viduals, for training programs, demonstrations, eval-
uations, research projects, direct services, and tech-
nical assistance to schools and school systems, devel-
oping and disseminating materials and information,
drug and violence prevention programs at the post-
secondary level, and other activities related to the
purposes of this title.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 
4004. 
There 
are 
authorized 
to 
be
appropriated—
‘‘(1) such sums as may be necessary for fiscal
year 2001 and each of the four succeeding fiscal
years to carry out part A;
‘‘(2) such sums as may be necessary for fiscal
year 2001 and each of the four succeeding fiscal
years to carry out part B; and
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‘‘(3) such sums as may be necessary for fiscal
year 2001 and each of the four succeeding fiscal
years to carry out part C.
‘‘PART A—STATE GRANTS FOR DRUG AND VIOLENCE
PREVENTION PROGRAMS
‘‘RESERVATIONS AND ALLOTMENTS
‘‘SEC. 4111. (a) RESERVATIONS.—(1) From the
amount made available under section 4004(1) to carry out
this part for each fiscal year, the Secretary—
‘‘(A) shall reserve 1 percent of such amount for
grants under this part to Guam, America Samoa,
the Virgin Islands, and the Commonwealth of the
Northern Mariana Islands, to be allotted in accord-
ance with the Secretary’s determination of their re-
spective needs;
‘‘(B) shall reserve 1 percent of such amount for
the Secretary of the Interior to carry out programs
for Indian youth;
‘‘(C) shall reserve 0.2 percent of such amount
for programs for Native Hawaiians; and
‘‘(D) may reserve not more than $2,000,000 for
evaluation activities required by section 4117(a).
‘‘(2)(A)(i) Funds reserved under paragraph (1)(A)
may not be consolidated under the provisions of title V
of Public Law 95–134.
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‘‘(ii) The Governor of Guam, America Samoa, the
Virgin Islands, or the Commonwealth of the Northern
Mariana Islands may direct the Secretary to consolidate
the Governor’s share of funds under this part with the
State educational agency’s share and award the consoli-
dated amount to the State educational agency for adminis-
tration in accordance with the requirements of this part
applicable to State educational agencies.
‘‘(iii) Funds reserved under paragraph (1)(A) shall
be used to carry out programs and activities that—
‘‘(I) are authorized by this part and are imple-
mented in a manner that is consistent with the pro-
gram requirements under section 4114; and
‘‘(II) are subject to the application require-
ments under section 4112(a).
‘‘(B) Funds reserved under paragraph (1)(B) shall
be used to carry out programs and activities authorized
by this part that meet the needs of Native American youth
and that are implemented in a manner that is consistent
with the program requirements under section 4114.
‘‘(C)(i) Funds reserved under paragraph (1)(C) shall
be used by the Secretary to award grants or contracts to
organizations primarily serving or representing Native
Hawaiians to carry out programs and activities authorized
by this part that meet the needs of Native Hawaiian youth
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and that are implemented in a manner that is consistent
with the program requirements under section 4114.
‘‘(ii) Recipients of funds reserved under paragraph
(1)(C) shall coordinate their programs and activities with
programs and activities under this part carried out by the
State educational agency of Hawaii.
‘‘(iii) For the purposes of this section, the term ‘Na-
tive Hawaiian’ has the same meaning as the term is pro-
vided in section 9212 of the Elementary and Secondary
Education Act of 1965.
‘‘(b) STATE ALLOTMENTS.—(1) Except as provided
in paragraph (2), the Secretary shall, for each fiscal year,
allocate among the States—
‘‘(A) one-half of the remainder not reserved
under subsection (a) according to the ratio between
the school-aged population of each State and the
school-aged population of all the States; and
‘‘(B) one-half of such remainder according to
the ratio between the amount each State received
under section 1122 of part A of title I of the Act
for the preceding year and the sum of such amounts
received by all the States.
‘‘(2) MINIMUM.—For any fiscal year, no State shall
be allotted under this subsection an amount that is less
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than one-half of one percent of the total amount allotted
to all the States under this subsection.
‘‘(3) REALLOTMENT.—The Secretary may reallot any
amount of any allotment to a State if the Secretary deter-
mines that the State will be unable to use such amount
within two years of such allotment. Such reallotments
shall be made on the same basis as allotments are made
under paragraph (1).
‘‘(4) DEFINITIONS.—For the purposes of this part—
‘‘(A) the term ‘State’ means each of the 50
States, the District of Columbia, and the Common-
wealth of Puerto Rico; and
‘‘(B) the term ‘local educational agency’ in-
cludes educational service agencies and consortia of
such agencies.
‘‘STATE APPLICATIONS
‘‘SEC. 4112. (a) STATE APPLICATION. In order to re-
ceive an allotment under section 4111(b) for any fiscal
year, a State shall submit to the Secretary, at such time
and in such manner as the Secretary may require, a 5-
year application that—
‘‘(1) is submitted jointly by the Governor and
the State educational agency of the State;
‘‘(2) contains a description of how funds under
this part will be coordinated with other programs
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under this Act and with other Federal education and
drug prevention programs;
‘‘(3) contains a comprehensive plan for the use
of funds by the State educational agency and the
Governor to provide safe, orderly, and drug-free
school environments that includes—
‘‘(A) the results of the State’s needs as-
sessment for drug and violence-prevention pro-
grams, which shall be based on the results of
ongoing State evaluation activities and include
data on the prevalence of drug use and violence
by youth in schools and communities in the
State;
‘‘(B) a list of the State’s results-based per-
formance measures for drug and violence pre-
vention, which shall—
‘‘(i) be focused on student behavior
and attitudes and derived from the needs
assessment;
‘‘(ii) be selected from a core set of in-
dicators that the Secretary shall develop in
consultation with State and local officials;
‘‘(iii) include targets and due dates
for the attainment of these indicators;
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‘‘(iv) include a description of the pro-
cedures the State will use to inform local
educational agencies of the State’s results-
based performance measures for drug and
violence prevention for assessing and pub-
licly reporting progress toward meeting
these indicators, or revising them as need-
ed; and
‘‘(v) include a description of how the
procedures described in subparagraph (C)
and subparagraph (D) will support the
achievement of the State’s results-based
performance measures;
‘‘(C) a description of the procedures the
State educational agency will use for reviewing
applications and awarding funds to local edu-
cational agencies on a competitive basis under
section 4113(c), including—
‘‘(i) the objective criteria the State
educational agency will use for determining
which local educational agencies are eligi-
ble to compete for these funds;
‘‘(ii) the criteria the State educational
agency will use to assess the relative qual-
ity of applications and demonstrated need
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for funding by these local educational
agencies;
‘‘(iii) the peer review process the
State educational agency will use to review
applications;
‘‘(iv) how the State educational agen-
cy will ensure that the geographical dis-
tribution of awards reflects the diversity of
local educational agencies in the State; and
‘‘(v) how the State educational agency
and the Governor will coordinate these pro-
grams;
‘‘(D) a description of the procedures, in-
cluding objective criteria, the State educational
agency will use for reviewing any applications
and awarding any funds to local educational
agencies on a non-competitive basis under sec-
tion 4113(c)(3);
‘‘(E) a description of the procedures the
Governor will use to award funds to eligible ap-
plicants on a competitive basis consistent with
section 4115(c), including—
‘‘(i) the criteria the Governor will use
to assess the relative quality of applica-
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tions and demonstrated need for funding
of eligible applicants;
‘‘(ii) the peer review process the Gov-
ernor will use to review applications;
‘‘(iii) how those funds will be used for
community resources and activities that
support local educational agency programs
to create drug-free, safe, and disciplined
learning environments in, and passageways
to and from schools; and
‘‘(iv) how the Governor will ensure
that the geographic distribution of awards
reflects the diversity of local educational
agencies in the State;
‘‘(F) a description of how the State edu-
cational agency and Governor will use the funds
reserved under sections 4113(b) and 4115(b)
for coordinated capacity-building and technical
assistance and program accountability services
and activities at the State and local levels, in-
cluding how the State educational agency and
Governor will coordinate their activities with
law enforcement, health, mental health, and
education programs and officials at the State
and local levels;
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‘‘(G) a description of how the State edu-
cational agency and the Governor will monitor
local programs; and
‘‘(H) a description of how the State edu-
cational agency will ensure that local edu-
cational agencies not receiving funds under this
part will be provided technical assistance to im-
prove their programs;
‘‘(4) contains assurances that the application
was developed in consultation and coordination with
appropriate State officials, including the head of the
State alcohol and drug abuse agency, the heads of
the State health and mental health agencies, the
head of the State criminal justice planning agency,
the head of the State child welfare agency, the head
of the State board of education, or their designees,
and representatives of parents, students, and com-
munity-based organizations; and
‘‘(5) contains assurance that the State will co-
operate with, and assist, the Secretary in conducting
the national impact evaluation of programs required
by section 4117(a).
‘‘(b) PEER REVIEW.—The Secretary shall use a peer
review process in reviewing State applications under this
section.
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‘‘STATE AND LOCAL EDUCATIONAL AGENCY PROGRAMS
‘‘SEC. 4113. (a) ALLOCATION OF FUNDS.—In each
fiscal year, 80 percent of the total amount allocated to
the State under section 4111(b) shall be used by the State
educational agency and local educational agencies in the
State to carry out programs and activities in accordance
with this section that are designed to create and maintain
drug-free, safe, and orderly environments for learning in
and around schools in the State.
‘‘(b) STATE LEVEL ACTIVITIES.—(1) A State edu-
cational agency shall reserve not more than 20 percent of
the amount described in subsection (a) for State-level ac-
tivities described in paragraphs (2) and (4).
‘‘(2) A State educational agency may use not more
than 5 percent of the amount described in subsection (a)
for the costs of carrying out its administrative responsibil-
ities under this part.
‘‘(3) The State educational agency shall reserve the
remainder of the amount described in paragraph (1) after
application of paragraph (2), but not less than 10 percent
of the amount described in subsection (a), for State-level
activities described in paragraph (4).
‘‘(4)(A) The State educational agency and the Gov-
ernor shall jointly use the amounts reserved under para-
graph (3) and section 4115(b)(3) to plan, develop, and im-
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plement capacity building, technical assistance, and ac-
countability services that are designed to support the ef-
fective implementation of local drug and violence preven-
tion activities throughout the State and promote program
accountability and improvement.
‘‘(B)(i) The State educational agency and Governor
may carry out the services and activities described in sub-
paragraph (A) directly, or through subgrants or contracts
with public and private organizations, as well as individ-
uals.
‘‘(ii) Except as provided under clause (iii), the State
educational agency and Governor shall, to the extent prac-
ticable, use funds under this paragraph to provide capacity
building and technical assistance and accountability serv-
ices and activities to all local educational agencies in the
State, including those that do not receive funds under this
part.
‘‘(iii) The State educational agency and the Governor
may use funds under this paragraph to provide emergency
intervention services to schools and communities following
a traumatic crisis, such as a shooting, major accident, or
drug-related incident that has disrupted the learning envi-
ronment.
‘‘(C) For the purpose of this paragraph—
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‘‘(i) ‘capacity building’ means activities to im-
prove the knowledge, skills, and expertise of State
and local program staff needed to plan, implement,
and improve effective research-based programs; and
‘‘(ii) ‘technical assistance and accountability
services’ means activities designed to improve State
and local programs and activities under this part, in-
cluding dissemination of information and curricula,
program evaluation, demonstration programs, peer
review of local educational agency applications, and
evaluation assistance, such as collecting, monitoring,
and reporting program indicator data.
‘‘(c) LOCAL LEVEL ACTIVITIES.—(1) A State edu-
cational agency shall use not less than 80 percent of the
amount described in subsection (a) for local-level activities
described in paragraphs (2) and (3).
‘‘(2)(A) A State educational agency shall use at least
70 percent of the amount described in subsection (a) to
make competitive subgrants, consistent with subparagraph
(C)(i), to local educational agencies (or consortia of local
educational agencies) that the State educational agency
determines, based on objective data, need assistance under
this part.
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‘‘(xi) the incidence of drug paraphernalia in
schools;
‘‘(xii) high rates of drug-related emergencies or
deaths; and
‘‘(xiii) high rates of drug distribution or sales
on, or around, school grounds.
‘‘(C)(i) The State educational agency shall base the
competition it conducts under subparagraph (A) on the
quality of the applicant’s proposed program and how close-
ly it is aligned with the principles of effectiveness de-
scribed in clause (ii).
‘‘(ii) For the purpose of this subsection, the State
educational agency shall use the following principles of ef-
fectiveness:
‘‘(I) The applicant’s program is based on a
thorough assessment of objective data about the
drug and violence problems in the schools and com-
munities to be served.
‘‘(II) The applicant has established a set of
measurable goals and objectives aimed at ensuring
that all schools served by the local educational agen-
cy have a drug-free, safe, and orderly learning envi-
ronment, and has designed its programs to meet
those goals and objectives.
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‘‘(III) The applicant has designed and will im-
plement its programs for youth based on research or
evaluation that provides evidence that the program
to be used will prevent or reduce drug use, violence,
delinquency, or disruptive behavior among youth.
‘‘(IV) The applicant will evaluate its program
periodically to assess its progress toward achieving
its goals and objectives, and will use evaluation re-
sults to refine, improve, and strengthen its program,
and refine its goals and objectives, as needed.
‘‘(D) A State educational agency may make sub-
grants under this paragraph to not more than 50 percent
of the local educational agencies in the State, unless the
State demonstrates in its application under section 4112
that the State educational agency can make subgrants to
more than 50 percent of the local educational agencies in
the State and still comply with subparagraph (E).
‘‘(E) Subgrants under this paragraph shall be of suf-
ficient size to support high-quality, effective programs and
activities that are designed to create safe, disciplined, and
drug-free learning environments in schools and that are
consistent with the needs, goals, and objectives identified
in the State’s plan under section 4112.
‘‘(3)(A) A State educational agency may use not more
than 10 percent of the amount described in subsection (a)
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to make non-competitive subgrants to local educational
agencies (or consortia of local educational agencies) with
the greatest need for assistance as described in paragraph
(2)(B) that did not receive a subgrant under subpara-
graph (2)(A). A local educational agency may not receive
more than one subgrant under this paragraph.
‘‘(B) A State educational agency shall not make a
subgrant to a local educational agency under this para-
graph unless it—
‘‘(i) assists the local educational agency in
meeting the information requirements under section
4116(a) pertaining to local educational agency needs
assessment, results-based performance measures,
comprehensive safe and drug-free schools plan, eval-
uation plan, and assurances; and
‘‘(ii) provides continuing technical assistance to
the local educational agency to build its capacity to
develop and implement high-quality, effective pro-
grams consistent with the principles of effectiveness
in subsection (c)(2)(C)(ii).
‘‘(d) PROJECT
PERIODS
AND
REALLOCATION.—
(1)(A) Subgrants under subsection (c) shall be for project
periods not to exceed three years.
‘‘(B) In order to receive funds under this section for
the second or third year of the project, a local educational
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agency shall demonstrate to the satisfaction of the State
educational agency that the local educational agency’s
project is making reasonable progress toward its perform-
ance measures under section 4116(a)(3)(C).
‘‘(2) A State educational agency may require local
educational agencies to return funds awarded to them
under this section that they have not expended within one
year of the date of the subgrant, and may award such
recovered funds to other local educational agencies with
the greatest need for them—
‘‘(A) through a new competition;
‘‘(B) by funding high-quality applications that
were not funded in a previous competition; or
‘‘(C) by making supplemental awards to current
subgrant recipients.
‘‘LOCAL DRUG AND VIOLENCE PREVENTION PROGRAMS
‘‘SEC. 4114. (a) PRINCIPLES OF EFFECTIVENESS.—
Each local educational agency that receives a subgrant
under section 4113(c) shall use those funds to support re-
search-based, drug- and violence-prevention services and
activities that are consistent with the principles of effec-
tiveness described in section 4113(c)(2)(C)(ii).
‘‘(b) OTHER AUTHORIZED ACTIVITIES.—(1) Each
local educational agency that receives a subgrant under
section 4113(c) may also use those funds to carry out,
in a manner that is consistent with the most recent rel-
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evant research, other services and activities that are con-
sistent with the purposes of this title, such as—
‘‘(A) staff training and development;
‘‘(B) parental involvement and training;
‘‘(C) community involvement activities;
‘‘(D) law enforcement and security activities
that are related to school safety and drug use;
‘‘(E) creating and maintaining safe zones of
passage to and from school to prevent violence and
drug trafficking;
‘‘(F) counseling, mentoring, and referral serv-
ices, and other student assistance programs;
‘‘(G) before- and after-school programs;
‘‘(H) alternative education programs for those
students who have been expelled from their regular
education programs;
‘‘(I) programs to assist students to reenter the
regular education program upon return from treat-
ment or alternative education settings;
‘‘(J) services and activities that reduce the need
for suspension and expulsion in maintaining class-
room order and school discipline;
‘‘(K) services and activities to prevent and re-
duce truancy;
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‘‘(L) teaching students about the risks and con-
sequences associated with handling firearms and
that enables them to make safe choices and avoid in-
juries to themselves and others; and
‘‘(M) activities designed to prevent hate crimes.
‘‘(2) A local educational agency may not use more
that 20 percent of its subgrant for the acquisition or use
of metal detectors and security personnel unless it dem-
onstrates in its application under section 4116 to the sat-
isfaction of the State educational agency that it has a com-
pelling need to do so.
‘‘GOVERNOR’S PROGRAMS
‘‘SEC. 4115. (a) ALLOCATION OF FUNDS.—In each
fiscal year, 20 percent of the total amount allocated to
the State under section 4111(b) shall be used by the Gov-
ernor to support community efforts that directly com-
plement the efforts of local educational agencies to foster
drug-free, safe, and orderly learning environments in and
around schools.
‘‘(b) STATE-LEVEL ACTIVITIES.—(1) A Governor
shall reserve not more than 20 percent of the amount de-
scribed in subsection (a) for State-level activities described
in paragraph (2) and section 4113(b)(4).
‘‘(2) A Governor may use not more than 5 percent
of the amount described in subsection (a) for costs, direct
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or indirect, of carrying out the Governor’s administrative
responsibilities under this part.
‘‘(3) The Governor shall reserve the remainder of the
amount described in paragraph (1), after application of
paragraph (2), but not less than 10 percent of the amount
described in subsection (a), for State-level activities that
are administered jointly with the State educational agency,
as described in section 4113(b)(4).
‘‘(c) LOCAL-LEVEL ACTIVITIES.—(1)(A) A Governor
shall use not less than 80 percent of the amount described
in subsection (a) to make competitive subgrants to, or con-
tracts with, community-based organizations, local edu-
cational agencies, and other public entities and private
non-profit organizations, or consortia thereof, to support
community efforts that directly complement the efforts of
local educational agencies to foster drug-free, safe, and or-
derly learning environments in and around schools.
‘‘(B) To be eligible for a subgrant under this sub-
section, an applicant (other than a local educational agen-
cy applying on its own behalf) shall include in its applica-
tion its written agreement with one or more local edu-
cational agencies, or one or more schools within a local
educational agency, to provide services and activities in
support of such local educational agencies or schools, as
well as an explanation of how those services and activities
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will complement or support the local educational agencies’
or schools’ efforts to provide a drug-free, safe, and orderly
school environment.
‘‘(C) The Governor shall base the competition con-
ducted under subparagraph (A)—
‘‘(i) on the quality of the applicant’s proposed
program and how closely it is aligned with the prin-
ciples 
of 
effectiveness 
described 
in 
section
4113(c)(2)(C)(ii); and
‘‘(ii) on the needs of the schools or local edu-
cational agencies to be served, based on the objective
criteria determined by the Governor.
‘‘(D) Subgrants under this subsection may support
community efforts on a Statewide, regional, or local basis
and may support the efforts of local educational agencies
and schools that do not receive funds under this part.
‘‘(2)(A) Each recipient of a subgrant under this sub-
section shall use those funds to support research-based
services and activities that are consistent with the prin-
ciples 
of 
effectiveness 
described 
in 
section
4113(c)(2)(C)(ii).
‘‘(B) Each recipient of a subgrant under this sub-
section may also use those funds to carry out, in a manner
that is consistent with the most recent relevant research,
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other services and activities that are consistent with the
purposes of this title, such as—
‘‘(i) counseling and mentoring services;
‘‘(ii) the support of school resource officers, and
other partnerships with law enforcement;
‘‘(iii) after-school programs;
‘‘(iv) activities designed to prevent hate crimes;
and
‘‘(v) alternative education programs for stu-
dents removed from their regular educational pro-
grams.
‘‘LOCAL APPLICATIONS
‘‘SEC. 4116. APPLICATION CONTENTS.—(a)(1) Ap-
plicants for subgrants under section 4113(c)(2), section
4113(c)(3), and section 4115(c) shall submit an applica-
tion at such time and including such information as the
State educational agency or the Governor, as applicable,
requires, consistent with paragraph (3).
‘‘(2)(A) Applications from local educational agencies
for 
subgrants 
under 
section 
4113(c)(2), 
section
4113(c)(3), and section 4115(c) shall be developed in con-
sultation with a local or regional advisory council that in-
cludes, to the extent possible, representatives of local gov-
ernment, business, parents, students, teachers, pupil serv-
ices personnel, mental health service providers, appro-
priate State agencies, private schools, law enforcement,
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community-based organizations, and other groups inter-
ested in, and knowledgeable about, drug and violence pre-
vention.
‘‘(B) Applications from entities other than local edu-
cational agencies for subgrants under section 4115(c)
shall be developed in consultation with the schools or local
educational agencies to be served and, to the extent prac-
ticable, with the representatives described in subparagraph
(A).
‘‘(3) Each application for a subgrant described in
subsection (a) shall contain—
‘‘(A) the results of the applicant’s needs assess-
ment concerning the creation and maintenance of a
drug-free, safe, and orderly school environment and
include data on the prevalence of drug use and vio-
lence by youth in the schools and communities to be
served;
‘‘(B) a description of how the applicant will tar-
get services and activities on the communities,
schools, and students with the greatest need for as-
sistance in creating and maintaining drug-free, safe,
and orderly learning environments;
‘‘(C) the applicant’s results-based performance
measures for creating and maintaining a drug-free,
safe, and orderly learning environment, which shall
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be focused on student behavior and attitudes, and
include annual targets for each performance meas-
ure;
‘‘(D) a description of the procedures the appli-
cant will use to assess and publicly report progress
toward meeting its performance indicators;
‘‘(E) a description of how—
‘‘(i) the applicant will use the funds to be
awarded and how the activities it will support
with those funds address the needs identified
under subparagraph (A) and the performance
measures identified in subparagraph (C); and
‘‘(ii) if the applicant is a local educational
agency, how those activities are consistent with
the Safe and Drug-Free Schools plan under
paragraph (4)(F) or another existing school
plan related to safe, disciplined, and drug-free
environments;
‘‘(F) a description of how the applicant will co-
ordinate its activities with local, State, and Federal
law enforcement, health, mental health, and edu-
cation officials;
‘‘(G) a description of how the applicant will co-
ordinate its activities under this part with those im-
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plemented under the Drug-Free Communities Act, if
any;
‘‘(H) a description of the applicant’s plan for
evaluating its project; and
‘‘(I) any other information the State edu-
cational agency or Governor, as applicable, may re-
quire to review applications, and award subgrants,
based on the applicant’s need for assistance and the
quality of the application.
‘‘(4) Each applicant for a subgrant under section
4113(c)(2) or 4113(c)(3) shall also include in its applica-
tion an assurance that it—
‘‘(A) has a policy, consistent with State law and
the Gun-Free Schools Act, that requires the expul-
sion of students who possess a firearm at school;
‘‘(B) has, or will have, a full- or part-time pro-
gram coordinator whose primary responsibility is
planning, designing, implementing, and evaluating
the applicant’s programs (unless the applicant dem-
onstrates in its application, to the satisfaction of the
State educational agency, that such a program coor-
dinator is not needed);
‘‘(C) will evaluate its program every two years
to assess its progress toward meeting its goals and
objectives, and will use the results of its evaluation
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to improve its program and refine its goals and ob-
jectives, as needed; and
‘‘(D) has, or the schools to be served have, a
comprehensive Safe and Drug-Free Schools plan
that includes—
‘‘(i) appropriate and effective discipline
policies that prohibit disorderly conduct, the
possession of firearms and other weapons, and
the illegal use, possession, distribution, and sale
of tobacco, alcohol, and other drugs by stu-
dents, and that mandate predetermined con-
sequences, sanctions, or interventions for spe-
cific offenses;
‘‘(ii) security procedures at school and
while students are on the way to and from
school, which may include the use of metal de-
tectors and the development and implementa-
tion of formal agreements with law enforcement
officials;
‘‘(iii) early intervention and prevention ac-
tivities of demonstrated effectiveness designed
to create and maintain safe, disciplined, and
drug-free environments;
‘‘(iv) school readiness and family involve-
ment activities;
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‘‘(v) improvements to classroom manage-
ment and school environment, such as efforts to
reduce class size or improve classroom dis-
cipline;
‘‘(vi) procedures to identify and intervene
with troubled students, including establishing
linkages with, and referring students to, juve-
nile justice, community mental health, and
other service providers;
‘‘(vii) activities that connect students to re-
sponsible adults in the community, including ac-
tivities such as after-school or mentoring pro-
grams; and
‘‘(viii) a crisis management plan for re-
sponding to violent or traumatic incidents on
school grounds, which provides for addressing
the needs of victims, and communicating with
parents, the media, law enforcement officials,
and mental health service providers.
‘‘(5) Each applicant for a subgrant under section
4115(c) shall also include in its application—
‘‘(A) a description of how the services and ac-
tivities to be supported will be coordinated with rel-
evant programs under this part that are supported
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by State educational agencies, including how recipi-
ents will share resources, services, and data;
‘‘(B) a description of how the applicant will co-
ordinate its activities under this part with those im-
plemented under the Drug-Free Communities Act, if
any; and
‘‘(C)(i) an assurance that it will evaluate its
program every two years to assess its progress to-
ward meeting its goals and objectives, and will use
the results of its evaluation to improve its program
and refine its goals and objectives as needed, if the
applicant is not a local educational agency; or
‘‘(ii) the assurances under paragraph (4) if the
applicant is a local educational agency.
‘‘(b) REVIEW OF APPLICATION.—To review applica-
tions under this section—
‘‘(1) State educational agencies shall use a peer
review process; and
‘‘(2) Governors may use a peer review process
or other methods that ensure that applications are
funded on the basis of need and quality.
‘‘NATIONAL EVALUATIONS AND DATA COLLECTIONS
‘‘SEC. 4117. (a) NATIONAL EVALUATIONS.—(1) The
Secretary shall provide for periodic national evaluations,
at least every two years, of the quality and impact of pro-
grams under this title and other programs designed to pre-
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vent drugs and violence in schools and submit a report
of the findings of such evaluations to the President and
Congress.
‘‘(2)(A) The National Center for Education Statistics
shall collect data to determine the frequency, seriousness,
and incidence of violence in elementary and secondary
schools in the States. The Secretary shall collect the data
using, wherever appropriate, data submitted by the States
pursuant to subsection (b)(1)(B).
‘‘(B) The Secretary shall report to Congress on the
data collected under this paragraph, together with such
recommendations as the Secretary determines appro-
priate.
‘‘(3) The Secretary of Education and the Attorney
General shall publish annual reports on school safety.
‘‘(b) STATE REPORTS.—(1) The Governor and State
educational agency of each State shall annually report to
the Secretary, in such form as the Secretary may require,
on the State’s progress toward attaining its performance
indicators, required under section 4112(a)(1)(c)(ii), for
achieving drug-free, safe, and orderly learning environ-
ments in its schools. Annual reports shall—
‘‘(A) be based on the State’s ongoing evaluation
activities;
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‘‘(B) include data on the prevalence and inci-
dence of drug use and violence by youth in schools
and communities;
‘‘(C) address the implementation and outcomes
of State and local programs under this part, as well
as their effectiveness; and
‘‘(D) be made readily available to the public.
‘‘(2) Each State shall report to the Secretary, in such
form as the Secretary, in consultation with the Secretary
of Health and Human Services, may require, all school-
related suicides and homicides within the State within 30
days of the incident.
‘‘(c) LOCAL
REPORTS.—(1)(A) Each local edu-
cational agency that receives a subgrant under section
4113(c)(2) or section 4113(c)(3) shall report annually to
the State educational agency and the public on—
‘‘(i) the local educational agency’s progress to-
ward meeting its results-based performance indica-
tors for its program;
‘‘(ii) the results of its on-going evaluation of its
program; and
‘‘(iii) any problems the local educational agency
has encountered in implementing its program that
warrant the provision of technical assistance by the
State educational agency.
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‘‘(B) The State educational agency shall review the
annual reports described under paragraph (1) and shall
not provide funding for the second or third year of a local
educational agency’s program unless it determines that
the local educational agency is making reasonable progress
toward meeting its objectives.
‘‘(2)(A) Each recipient of funds under section
4115(c) shall report annually to the Governor and to the
public on—
‘‘(i) its progress toward meeting its results-
based performance measures for its program;
‘‘(ii) the results of its on-going evaluation of its
program; and
‘‘(iii) any problems it encountered in imple-
menting its program that warrant the provision of
technical assistance by the Governor.
‘‘(B) The Governor shall review the annual reports
described under subparagraph (A), and shall not provide
funding for subsequent years of a multi-year program un-
less the Governor determines that the recipient is making
reasonable progress toward meeting its objectives.
‘‘PART B—NATIONAL PROGRAMS
‘‘NATIONAL ACTIVITIES
‘‘SEC. 4211. (a) PROGRAM AUTHORIZED.—From
funds appropriated to carry out this part for each fiscal
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year under section 4004(2), the Secretary shall carry
out—
‘‘(1) programs designed to promote drug-free,
safe, and orderly learning environments for students
at all educational levels, from preschool through the
postsecondary level; and
‘‘(2) programs for such students that promote
lifelong physical activity.
‘‘(b) DRUG-FREE, SAFE, AND ORDERLY LEARNING
ENVIRONMENTS.—(1) The Secretary may carry out the
programs described in subsection (a)(1) directly, or
through grants, contracts, or cooperative agreements with
public and private agencies, organizations, and individ-
uals, or through agreements with other Federal agencies,
and shall coordinate with other Federal agencies, as ap-
propriate.
‘‘(2) Programs under this subsection may include,
but are not limited to—
‘‘(A) one or more centers to provide training
and technical assistance for teachers, school admin-
istrators and staff, and others on the identification
and implementation of effective strategies to pro-
mote safe, orderly, and drug-free learning environ-
ments;
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‘‘(B) programs to train teachers in innovative
techniques and strategies of effective drug and vio-
lence prevention;
‘‘(C) research and demonstration projects to
test innovative approaches to drug and violence pre-
vention;
‘‘(D) evaluations of the effectiveness of pro-
grams funded under this title, or other programs de-
signed to create safe, disciplined, and drug-free envi-
ronments;
‘‘(E) direct services and technical assistance to
schools and school systems, including those afflicted
with especially severe drug and violence problems;
‘‘(F) developing and disseminating drug and vi-
olence prevention materials and information in print,
audiovisual, or electronic format, including informa-
tion about effective research-based programs, poli-
cies, practices, strategies, and curriculum and other
relevant materials to support drug and violence pre-
vention education;
‘‘(G) recruiting, hiring, and training program
coordinators to assist school districts in imple-
menting high-quality, effective, research-based drug
and violence prevention programs;
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‘‘(H) the development and provision of edu-
cation and training programs, curricula, instruc-
tional materials, and professional training for pre-
venting and reducing the incidence of crimes or con-
flicts motivated by bullying, hate, prejudice, intoler-
ance, or sexual harassment and abuse;
‘‘(I) programs for youth who are out of the edu-
cation mainstream, including school dropouts, stu-
dents who have been suspended or expelled from
their regular education program, and runaway or
homeless children and youth;
‘‘(J) programs implemented in conjunction with
other Federal agencies that support local educational
agencies and communities in developing and imple-
menting comprehensive programs that create safe,
disciplined, and drug-free learning environments and
promote healthy childhood development;
‘‘(K) services and activities that reduce the
need for suspension and expulsion in maintaining
classroom order and discipline;
‘‘(L) services and activities to prevent and re-
duce truancy;
‘‘(M) programs to provide counseling services to
troubled youth, including support for the recruit-
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ment and hiring of counselors and the operation of
telephone help lines; and
‘‘(N) other activities that meet emerging or
unmet national needs consistent with the purposes of
this title.
‘‘(c) LIFELONG PHYSICAL ACTIVITY PROGRAMS.—
(1) The Secretary may carry out the programs described
in subsection (a)(2) directly, or through grants, contracts,
or cooperative agreements with public and private agen-
cies, organizations, and individuals, or through agree-
ments with other Federal agencies, and shall coordinate
with the Centers for Disease Control and Prevention, the
President’s Council on Physical Fitness, and other Fed-
eral agencies, as appropriate.
‘‘(2) Programs under this subsection may include,
but are not limited to—
‘‘(A) the conduct of demonstrations of school-
based programs that promote lifelong physical activ-
ity, with a particular emphasis on physical education
programs that are part of coordinated school health
programs, that promote healthy, drug-free lifestyles;
‘‘(B) training, technical assistance, and other
activities to encourage States and local educational
agencies to implement sound school-based programs
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that promote lifelong physical activity and healthy
lifestyles; and
‘‘(C) activities designed to build State capacity
to provide leadership and strengthen schools’ capa-
bilities to provide school-based programs that pro-
mote lifelong physical activity and healthy lifestyles.
‘‘(d) PEER REVIEW.—The Secretary shall use a peer
review process in reviewing applications for funds under
this section.
‘‘PART C—SCHOOL EMERGENCY RESPONSE TO
VIOLENCE
‘‘PROJECT SERV
‘‘SEC. 4311. (a) PROJECT SERV.—(1) From funds
appropriated to carry out this part for each fiscal year
under section 4004(3), the Secretary is authorized to
carry out a program of providing education-related serv-
ices to local educational agencies in which the learning en-
vironment has been disrupted due to a violent or traumatic
crisis, such as a shooting or major accident. Such program
may be referred to as ‘Project SERV.—
‘‘(2) The Secretary may carry out Project SERV di-
rectly, or through grants, contracts, or cooperative agree-
ments with public and private organizations, agencies, and
individuals, or through agreements with other Federal
agencies.
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‘‘(b) AUTHORIZED ACTIVITIES.—(1) Project SERV
may provide—
‘‘(A) assistance to school personnel in assessing
a crisis situation, including—
‘‘(i) assessing the resources available to the
local educational agency and community to re-
spond to the situation; and
‘‘(ii) developing a response plan to coordi-
nate services provided at the Federal, State,
and local level;
‘‘(B) mental health crisis counseling to students
and their families, teachers, and others in need of
such services;
‘‘(C) increased school security;
‘‘(D) training and technical assistance for State
and local educational agencies, State and local men-
tal health agencies, State and local law enforcement
agencies, and communities to enhance their capacity
to develop and implement crisis intervention plans;
‘‘(E) services and activities designed to identify
and disseminate the best practices of school- and
community-related plans for responding to crises;
and
‘‘(F) other needed services and activities that
are consistent with the purposes of this part.
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‘‘(2) The Secretary, in consultation with the Attorney
General, the Secretary of Health and Human Services,
and the Director of the Federal Emergency Management
Agency—
‘‘(A) shall establish such criteria and applica-
tion requirements as may be needed to select which
local educational agencies are assisted under this
part; and
‘‘(B) may establish such reporting requirements
as may be needed to collect uniform data and other
information from all local educational agencies as-
sisted under this part.
‘‘(c) COORDINATING COMMITTEE.—(1) There shall
be established a Federal coordinating committee on school
crises comprised of the Secretary, the Attorney General,
the Secretary of Health and Human Services, the Director
of the Federal Emergency Management Agency, the Di-
rector of the Office of National Drug Control Policy, and
such other members as the Secretary shall determine. The
Secretary shall serve as chair of the Committee.
‘‘(2) The Committee shall coordinate the Federal re-
sponses to crises that occur in schools or directly affect
the learning environment in schools.
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‘‘PART D—RELATED PROVISIONS
‘‘GUN-FREE SCHOOLS ACT
‘‘SEC. 4411. (a) SHORT TITLE.—This section may be
cited as the ‘Gun-Free Schools Act’.
‘‘(b) REQUIREMENTS.—(1) Each State receiving
Federal funds under the Elementary and Secondary Edu-
cation Act of 1965 shall have in effect a State law requir-
ing local educational agencies to expel from school, for a
period of not less than one year, a student who is deter-
mined to have possessed a firearm at school under the ju-
risdiction of a local educational agency in that State, ex-
cept that such State law shall allow the chief admin-
istering officer of that local educational agency to modify
the expulsion requirement for a student on a case-by-case
basis.
‘‘(2) For the purpose of this section, the term ‘fire-
arm’ has the same meaning given that term in section 921
of title 18, United States Code (which includes bombs).
‘‘(c) SPECIAL RULE.—This section shall be construed
in a manner consistent with the Individuals with Disabil-
ities Education Act.
‘‘(d) REPORT
TO STATE.—Each local educational
agency requesting assistance from the State educational
agency under this Act shall provide to the State in its
application—
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‘‘(1) an assurance that such local educational
agency is in compliance with the State law required
by subsection (b);
‘‘(2) a description of the circumstances sur-
rounding any expulsions imposed under the State
law required by subsection (b), including—
‘‘(A) the name of the school concerned;
‘‘(B) the number of students expelled from
such school (disaggregated by gender, race, eth-
nicity, and educational level); and
‘‘(C) the type of weapons concerned; and
‘‘(3) the number of—
‘‘(A) students referred to the criminal jus-
tice or juvenile justice system as required in
section 4412(a)(1); and
‘‘(B) instances in which the chief admin-
istering officer of a local educational agency
modified the expulsion requirement described in
subsection (b)(1) on a case-by-case basis.
‘‘(e) REPORTING.—Each State shall report the infor-
mation described in subsection (d) to the Secretary on an
annual basis.
‘‘LOCAL POLICIES
‘‘SEC. 4412. (a) REQUIRED POLICIES.—No funds
shall be made available under the Elementary and Sec-
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ondary Education Act of 1965 to any local educational
agency unless that agency has a policy ensuring—
‘‘(1) that any student who possesses a firearm
at school served by such agency is referred to the
criminal justice or juvenile justice system;
‘‘(2) that a student described in paragraph (1)
is referred to a mental health professional for as-
sessment as to whether he or she poses an imminent
threat of harm to himself, herself, or others and
needs appropriate mental health services before re-
admission to school; and
‘‘(3) that a student under paragraph (1) who
has been determined by a mental health professional
to pose an imminent threat of harm to himself, her-
self, or others receive, in addition to appropriate
services under section 11206(9) of this Act, appro-
priate mental health services before being permitted
to return to school.
‘‘(b) SPECIAL RULE.—This section shall be construed
in a manner consistent with the Individuals with Disabil-
ities Education Act.
‘‘(c) DEFINITIONS.—For the purposes of this section,
the terms ‘firearm’ and ‘school’ have the same meaning
given those terms in section 921(a) of title 18, United
States Code.
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‘‘MATERIALS
‘‘SEC. 4413. (a) ‘WRONG
AND HARMFUL MES-
SAGE’.—Drug prevention programs supported under this
title shall convey a clear and consistent message that the
illegal use of alcohol and other drugs is wrong and harm-
ful.
‘‘(b) CURRICULUM.—The Secretary shall not pre-
scribe the use of particular curricula for programs under
this title, but may evaluate and disseminate information
about the effectiveness of such curricula and programs.
‘‘PROHIBITED USES OF FUNDS
‘‘SEC. 4414. No funds under this title may be used
for—
‘‘(1) construction (except for minor remodeling
needed to accomplish the purposes of this part); and
‘‘(2) medical services or drug treatment or re-
habilitation, except for pupil services or referral to
treatment for students who are victims of, or wit-
nesses to, crime or who use alcohol, tobacco, or
drugs.’’
‘‘DRUG-FREE, ALCOHOL-FREE, AND TOBACCO-FREE
SCHOOLS
‘‘SEC. 4415. (a) REQUIRED POLICY.—Each State
educational agency and local educational agency that re-
ceives funds under this title shall have a policy that pro-
hibits the possession or use of tobacco, and the illegal pos-
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session or use of drugs and alcohol, in any form, at any
time, and by any person, in school buildings, on school
grounds, or at any school-sponsored event.
‘‘(b) ASSURANCE.—Each local educational agency re-
questing assistance under this title from the State edu-
cational agency shall include in its application an assur-
ance that it is in compliance with the requirements of this
section.
‘‘(c) STATE REPORTING.—Each State educational
agency shall report to the Secretary on an annual basis
if any local educational agency is not in compliance with
the requirements of subsection (a).
‘‘PROHIBITION ON SUPPLANTING
‘‘SEC. 4416. Funds under this title shall be used to
increase the level of State, local, and other non-Federal
funds that would, in the absence of funds under this title,
be made available for programs and activities authorized
under this title, and in no case to supplant such State,
local, and other non-Federal funds.
‘‘DEFINITIONS OF TERMS
‘‘SEC. 4417. As used in this title—
‘‘(1) the term ‘drug and violence prevention’
means—
‘‘(A) with respect to drugs, prevention,
early intervention, rehabilitation, referral, or
education related to the illegal use of alcohol
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and the use of controlled, illegal, addictive, or
harmful substances, including inhalants and an-
abolic steroids;
‘‘(B) prevention, early intervention, smok-
ing cessation activities, or education related to
the use of tobacco by children and youth eligible
for services under this title; and
‘‘(C) with respect to violence, the pro-
motion of school safety, such that students and
school personnel are free from violent and dis-
ruptive acts, including sexual harassment and
abuse and victimization associated with preju-
dice and intolerance, on school premises, going
to and from school, and at school-sponsored ac-
tivities, through the creation and maintenance
of a school environment that is free of weapons
and fosters individual responsibility and respect
for the rights of others;
‘‘(2) the terms ‘drug treatment’ and ‘drug reha-
bilitation’ include activities to assist regular users of
drugs to become drug-free, but do not include alter-
native education programs for students expelled
from school, student assistance programs, or pro-
grams to help students who have been expelled to re-
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enter and succeed in their regular education pro-
gram;
‘‘(3) the term ‘hate crime’ means a crime de-
scribed in section 1(b) of the Hate Crime Statistics
Act of 1990; and
‘‘(4) the term ‘medical services’ includes, but is
not limited to, the diagnosis and treatment of dis-
ease, illness, or injury, but does not include assess-
ments by mental health professionals to determine
whether a student poses an imminent threat of harm
to himself or others.’’.
TITLE V—PROMOTING EQUITY, EXCELLENCE,
AND PUBLIC SCHOOL CHOICE
RENAMING THE TITLE
SEC. 501. The heading for Title V of the ESEA is
amended to read as follows: ‘‘TITLE V—PROMOTING
EQUITY, EXCELLENCE, AND PUBLIC SCHOOL
CHOICE’’.
AMENDMENTS TO THE MAGNET SCHOOLS ASSISTANCE
PROGRAM
SEC. 502. (a) FINDINGS.—Section 5101 of the ESEA
is amended to read as follows:
‘‘FINDINGS
‘‘SEC. 5101. The Congress finds as follows:
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‘‘(1) Magnet schools are a significant part of
our Nation’s effort to achieve voluntary desegrega-
tion in our Nation’s schools.
‘‘(2) It is in the national interest to desegregate
and diversify those schools in our Nation that are
racially, economically, linguistically, or ethnically
segregated. Such segregation exists between minority
and non-minority students as well as among stu-
dents of different minority groups.
‘‘(3) Desegregation can help increase rates of
high school graduation and college attendance, and
can promote better occupational prospects for stu-
dents who have attended integrated schools.
‘‘(4) Desegregation can provide students with
valuable experience that prepares them to function
in a diverse society and can help break down long-
standing patterns of racial isolation in adult social
relationships.
‘‘(5) Despite ongoing desegregation efforts in
the Nation—
‘‘(A) almost one-third of our elementary
and secondary schools continue to be schools
with 50 percent or more minority students;
‘‘(B) more than two-thirds of minority stu-
dents attend schools with 50 percent or more
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minority students, and almost half of minority
students attend schools with 75 percent or more
minority students;
‘‘(C) almost one-third of non-minority stu-
dents attend schools with less than 10 percent
minority students;
‘‘(D) almost one-quarter of African-Amer-
ican students attend schools with 90 percent or
more African-American students; and
‘‘(E) almost one-third of Hispanic students
attend schools with 75 percent or more His-
panic students.
‘‘(6) Local educational agencies’’ use of magnet
schools has increased dramatically since the enact-
ment of the Magnet Schools Assistance program,
thus increasing public school options for the approxi-
mately two million students nationwide now attend-
ing such schools, of which more than 65 percent of
the students are minority.
‘‘(7) Magnet schools offer a wide range of dis-
tinctive programs that have served as models for
school improvement efforts.
‘‘(8) In administering the Magnet Schools As-
sistance program, the Federal Government has
learned that—
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‘‘(A) where magnet programs are imple-
mented for only a portion of a school’s student
body, special efforts must be made to discour-
age the isolation of—
‘‘(i) magnet school students from
other students in the school; and
‘‘(ii) students by racial characteristics;
‘‘(B) local educational agencies can maxi-
mize their effectiveness in achieving the pur-
poses of the Magnet Schools Assistance pro-
gram if they have more flexibility in the admin-
istration of the program in order to serve stu-
dents attending a school who are not enrolled in
the magnet program;
‘‘(C) local educational agencies must be
creative in designing magnet schools for stu-
dents at all academic levels, so that those
schools do not serve only the highest-achieving
students;
‘‘(D) consistent with desegregation guide-
lines, local educational agencies must seek to
enable participation in magnet school programs
by students who reside in the neighborhoods
where the programs operate;
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‘‘(E) in order to ensure that magnet
schools are sustained after Federal funding
ends, the Federal Government must assist
school districts to improve their capacity to con-
tinue operating magnet schools at a high level
of performance; and
‘‘(F) magnet schools and interdistrict mag-
net programs have provided poor and minority
students opportunities to succeed academically
and continue with college or productive employ-
ment.
‘‘(9) It is in the best interest of the Federal
Government to—
‘‘(A) continue Federal support of school
districts implementing court-ordered desegrega-
tion plans and school districts seeking to foster
meaningful interaction among students of dif-
ferent racial and ethnic backgrounds, beginning
at the earliest stage of their education;
‘‘(B) help ensure that all students have eq-
uitable access to high-quality education that will
prepare them to function well in a culturally di-
verse, technologically oriented, and highly com-
petitive global community; and
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‘‘(C) help maximize the ability of local edu-
cational agencies to plan, develop, implement
and continue effective and innovative magnet
schools that contribute to State and local sys-
temic reform.’’.
(b) PURPOSE.—Section 5102(3) of the ESEA is
amended to read as follows:
‘‘(3) the development and design of innovative
educational methods and practices that promote di-
versity and increase choices in public elementary and
secondary schools and educational programs; and’’.
(c) 
APPLICATION
REQUIREMENTS.—Section
5106(b)(1)(D) of the ESEA is amended by—
(1) striking out ‘‘under this Act, the Goals
2000: Educate America Act,’’ and inserting in lieu
thereof ‘‘under this Act,’’; and
(2) striking out ‘‘section 14306’’ and inserting
in lieu thereof ‘‘section 14307’’.
(d) PRIORITY.—Section 5107 of the ESEA is amend-
ed by—
(1) striking out paragraphs (1) and (5);
(2) redesignating paragraphs (2), (3), and (4)
as paragraphs (1), (2), and (3), respectively; and
(3) adding a new paragraph (4) to read as fol-
lows:
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‘‘(4) propose activities, which may include pro-
fessional development, that will build local capacity
to operate the magnet program once Federal assist-
ance has ended.’’.
(e) USES OF FUNDS.—Section 5108(a) of the ESEA
is amended—
(1) by amending paragraph (3) to read as fol-
lows:
‘‘(3) for the payment, or subsidization of the
compensation, of—
‘‘(A) elementary and secondary school
teachers who are certified or licensed by the
State; and
‘‘(B) instructional staff who have—
‘‘(i) expertise and professional skills
necessary for the conduct of programs in
magnet schools; or
‘‘(ii) demonstrate knowledge, experi-
ence, or skills in the relevant field of exper-
tise, such as expertise in the performing
arts, the medical sciences, or the field of
law;’’;
(2) in paragraph (4), by striking out the period
and inserting in lieu thereof a semicolon and ‘‘and’’;
and
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(3) by adding a new paragraph (5) to read as
follows:
‘‘(5) for activities, which may include profes-
sional development, that will build the applicant’s
capacity to operate the magnet program once Fed-
eral assistance has ended.’’.
(f) REPEAL.—Section 5111 of the ESEA is repealed.
(g) EVALUATION, TECHNICAL ASSISTANCE, AND DIS-
SEMINATION.—Section 5112 of the ESEA is—
(1) redesignated as section 5111; and
(2) amended, as redesignated by paragraph (1),
to read as follows:
‘‘EVALUATION, TECHNICAL ASSISTANCE, AND
DISSEMINATION
‘‘SEC. 5111. The Secretary may reserve not more
than five percent of the funds appropriated under section
5112(a) for any fiscal year—
‘‘(1) for evaluations of magnet school programs
assisted under this part, which, at a minimum, shall
address—
‘‘(A) how, and the extent to which, magnet
school programs lead to high educational qual-
ity and improvement;
‘‘(B) the extent to which magnet school
programs enhance student access to high-qual-
ity education;
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‘‘(C) the extent to which magnet school
programs lead to the elimination, reduction, or
prevention of minority group isolation in ele-
mentary and secondary schools with substantial
proportions of minority students;
‘‘(D) the extent to which magnet school
programs differ from other school programs in
terms of organizational characteristics and re-
source allocations; and
‘‘(E) the extent to which magnet school
programs continue once grant assistance under
this part ends;
‘‘(2) to provide technical assistance to appli-
cants and grantees; and
‘‘(3) to collect and disseminate information on
successful magnet school programs.’’.
(h) AUTHORIZATION OF APPROPRIATIONS.—(1) Sec-
tion 5113(a) of the ESEA is amended to read as follows:
‘‘(a) AUTHORIZATION.—For the purpose of carrying
out this part, there are authorized to be appropriated such
sums as may be necessary for fiscal year 2001 and for
each of the four succeeding fiscal years.’’.
(2) Section 5113 of the ESEA, as amended by para-
graph (1), is redesignated as section 5112.
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AMENDMENTS TO AND REDESIGNATION OF THE WOMEN’S
EDUCATIONAL EQUITY PROGRAM
SEC. 503. (a) AMENDMENTS TO THE WOMEN’S EDU-
CATIONAL EQUITY PROGRAM.—(1) Section 5201 of the
ESEA is amended—
(A) in subsection (a), by striking out ‘‘of
1994’’; and
(B) in subsection (b)(3)—
(i) in paragraph (B), by striking out ‘‘do
not’’ and inserting in lieu thereof ‘‘continue not
to’’; and
(ii) by amending paragraph (C) to read as
follows:
‘‘(C) girls lose confidence in their mathe-
matics and science ability as they move through
adolescence, girls do not take as many upper-
level mathematics and science courses as boys,
and girls are dramatically underrepresented in
higher-level computer science courses;’’.
(2) Section 5204 of the ESEA is amended—
(A) by striking out ‘‘section 5203(b)(1)’’ each
place it appears and inserting in lieu thereof ‘‘sec-
tion 5403(b)(2)(A)’’ in each such place;