H. R. 6—223
‘‘(2) a description of how the institution consulted with
a broad range of people within the institution to develop activi-
ties for which assistance is sought; and
‘‘(3) a description of how the institution will coordinate
and collaborate with the office that provides services to students
with disabilities within the institution.
‘‘SEC. 764. RULE OF CONSTRUCTION.
‘‘Nothing in this part shall be construed to impose any addi-
tional duty, obligation, or responsibility on an institution of higher
education or on the institution’s faculty, administrators, or staff
than are required by section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990.
‘‘SEC. 765. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated for this part
$10,000,000 for fiscal year 1999 and such sums as may be necessary
for each of the 4 succeeding fiscal years.’’.
SEC. 702. REPEALS.
Except as otherwise provided in section 301(a), titles VIII (20
U.S.C. 1133 et seq.), IX (20 U.S.C. 1134 et seq.), X (20 U.S.C.
1135 et seq.), XI (20 U.S.C. 1136), and XII (20 U.S.C. 1141) are
repealed.
TITLE VIII—STUDIES, REPORTS, AND
RELATED PROGRAMS
PART A—STUDIES
SEC. 801. STUDY OF MARKET MECHANISMS IN FEDERAL STUDENT
LOAN PROGRAMS.
(a) STUDY REQUIRED.—The Comptroller General and the Sec-
retary of Education shall convene a study group including the
Secretary of the Treasury, the Director of the Office of Management
and Budget, the Director of the Congressional Budget Office, rep-
resentatives of entities making loans under part B of title IV
of the Higher Education Act of 1965, representatives of other enti-
ties in the financial services community, representatives of other
participants in the student loan programs, and such other individ-
uals as the Comptroller General and the Secretary may designate.
The Comptroller General and Secretary, in consultation with the
study group, shall design and conduct a study to identify and
evaluate means of establishing a market mechanism for the delivery
of loans made pursuant to such title IV.
(b) DESIGN OF STUDY.—The study required under this section
shall identify not fewer than 3 different market mechanisms for
use in determining lender return on student loans while continuing
to meet the other objectives of the programs under parts B and
D of such title IV, including the provision of loans to all eligible
students. Consideration may be given to the use of auctions and
to the feasibility of incorporating income-contingent repayment
options into the student loan system and requiring borrowers to
repay through income tax withholding.
(c) EVALUATION OF MARKET MECHANISMS.—The mechanisms
identified under subsection (b) shall be evaluated in terms of the
following areas:
H. R. 6—224
(1) The cost or savings of loans to or for borrowers, includ-
ing parent borrowers.
(2) The cost or savings of the mechanism to the Federal
Government.
(3) The cost, effect, and distribution of Federal subsidies
to or for participants in the program.
(4) The ability of the mechanism to accommodate the poten-
tial distribution of subsidies to students through an income-
contingent repayment option.
(5) The effect on the simplicity of the program, including
the effect of the plan on the regulatory burden on students,
institutions, lenders, and other program participants.
(6) The effect on investment in human capital and
resources, loan servicing capability, and the quality of service
to the borrower.
(7) The effect on the diversity of lenders, including commu-
nity-based lenders, originating and secondary market lenders.
(8) The effect on program integrity.
(9) The degree to which the mechanism will provide market
incentives to encourage continuous improvement in the delivery
and servicing of loans.
(10) The availability of loans to students by region, income
level, and by categories of institutions.
(11) The proposed Federal and State role in the operation
of the mechanism.
(12) A description of how the mechanism will be adminis-
tered and operated.
(13) Transition procedures, including the effect on loan
availability during a transition period.
(14) Any other areas the study group may include.
(d) PRELIMINARY FINDINGS AND PUBLICATION OF STUDY.—Not
later than November 15, 2000, the study group shall make the
group’s preliminary findings, including any additional or dissenting
views, available to the public with a 60-day request for public
comment. The study group shall review these comments and the
Comptroller General and the Secretary shall transmit a final report,
including any additional or dissenting views, to the Committee
on Education and the Workforce of the House of Representatives,
the Committee on Labor and Human Resources of the Senate,
and the Committees on the Budget of the House of Representatives
and the Senate not later than May 15, 2001.
SEC. 802. STUDY OF THE FEASIBILITY OF ALTERNATIVE FINANCIAL
INSTRUMENTS FOR DETERMINING LENDER YIELDS.
(a) STUDY REQUIRED.—The Comptroller General and the Sec-
retary of Education shall convene a study group including the
Secretary of the Treasury, the Director of the Office of Management
and Budget, the Director of the Congressional Budget Office, rep-
resentatives of entities making loans under part B of title IV
of the Higher Education Act of 1965, representatives of other enti-
ties in the financial services community, representatives of other
participants in the student loan programs, and such other individ-
uals as the Comptroller General and the Secretary of Education
may designate. The Comptroller General and the Secretary of Edu-
cation, in consultation with the study group, shall evaluate the
91-day Treasury bill, 30-day and 90-day commercial paper, and
H. R. 6—225
the 90-day London Interbank Offered Rate (in this section referred
to as ‘‘LIBOR’’) in terms of the following:
(1) The historical liquidity of the market for each, and
a historical comparison of the spread between: (A) the 30-
day and 90-day commercial paper rate, respectively, and the
91-day Treasury bill rate; and (B) the spread between the
LIBOR and the 91-day Treasury bill rate.
(2) The historical volatility of the rates and projections
of future volatility.
(3) Recent changes in the liquidity of the market for each
such instrument in a balanced Federal budget environment
and a low-interest rate environment, and projections of future
liquidity assuming the Federal budget remains in balance.
(4) The cost or savings to lenders with small, medium,
and large student loan portfolios of basing lender yield on
either the 30-day or 90-day commercial paper rate or the LIBOR
while continuing to base the borrower rate on the 91-day Treas-
ury bill, and the effect of such change on the diversity of
lenders participating in the program.
(5) The cost or savings to the Federal Government of basing
lender yield on either the 30-day or 90-day commercial paper
rate or the LIBOR while continuing to base the borrower rate
on the 91-day Treasury bill.
(6) Any possible risks or benefits to the student loan pro-
grams under the Higher Education Act of 1965 and to student
borrowers.
(7) Any other areas the Comptroller General and the
Secretary of Education agree to include.
(b) REPORT REQUIRED.—Not later than 6 months after the
date of enactment of this Act, the Comptroller General and the
Secretary shall submit a final report regarding the findings of
the study group to the Committee on Education and the Workforce
of the House of Representatives and the Committee on Labor and
Human Resources of the Senate.
SEC. 803. STUDENT-RELATED DEBT STUDY REQUIRED.
(a) IN GENERAL.—The Secretary of Education shall conduct
a study that analyzes the distribution and increase in student-
related debt in terms of—
(1) demographic characteristics, such as race or ethnicity,
and family income;
(2) type of institution and whether the institution is a
public or private institution;
(3) loan source, such as Federal, State, institutional or
other, and, if the loan source is Federal, whether the loan
is or is not subsidized;
(4) academic field of study;
(5) parent loans, and whether the parent loans are federally
guaranteed, private, or property-secured such as home equity
loans; and
(6) relation of student debt or anticipated debt to—
(A) students’ decisions about whether and where to
enroll in college and whether or how much to borrow in
order to attend college;
(B) the length of time it takes students to earn bacca-
laureate degrees;
H. R. 6—226
(C) students’ decisions about whether and where to
attend graduate school;
(D) graduates’ employment decisions;
(E) graduates’ burden of repayment as reflected by
the graduates’ ability to save for retirement or invest in
a home; and
(F) students’ future earnings.
(b) REPORT.—After conclusion of the study required by sub-
section (a), the Secretary of Education shall submit a final report
regarding the findings of the study to the Committee on Labor
and Human Resources of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives not later
than 18 months after the date of enactment of the Higher Education
Amendments of 1998.
(c) INFORMATION.—After the study and report under this section
are concluded, the Secretary of Education shall determine which
information described in subsection (a) would be useful for families
to know and shall include such information as part of the compara-
tive information provided to families about the costs of higher
education under the provisions of part C of title I.
SEC. 804. STUDY OF TRANSFER OF CREDITS.
(a) STUDY REQUIRED.—The Secretary of Education shall conduct
a study to evaluate policies or practices instituted by recognized
accrediting agencies or associations regarding the treatment of the
transfer of credits from one institution of higher education to
another, giving particular attention to—
(1) adopted policies regarding the transfer of credits
between institutions of higher education which are accredited
by different agencies or associations and the reasons for such
policies;
(2) adopted policies regarding the transfer of credits
between institutions of higher education which are accredited
by national agencies or associations and institutions of higher
education which are accredited by regional agencies and
associations and the reasons for such policies;
(3) the effect of the adoption of such policies on students
transferring between such institutions of higher education,
including time required to matriculate, increases to the student
of tuition and fees paid, and increases to the student with
regard to student loan burden;
(4) the extent to which Federal financial aid is awarded
to such students for the duplication of coursework already
completed at another institution; and
(5) the aggregate cost to the Federal Government of the
adoption of such policies.
(b) REPORT.—Not later than one year after the date of enact-
ment of this Act, the Secretary of Education shall submit a report
to the Chairman and Ranking Minority Member of the Committee
on Education and the Workforce of the House of Representatives
and the Committee on Labor and Human Resources of the Senate
detailing the Secretary’s findings regarding the study conducted
under subsection (a). The Secretary’s report shall include such
recommendation with respect to the recognition of accrediting agen-
cies or associations as the Secretary deems advisable.
H. R. 6—227
SEC. 805. STUDY OF OPPORTUNITIES FOR PARTICIPATION IN ATHLET-
ICS PROGRAMS.
(a) STUDY.—The Comptroller General shall conduct a study
of the opportunities for participation in intercollegiate athletics.
The study shall address issues including—
(1) the extent to which the number of—
(A) secondary school athletic teams has increased or
decreased in the 20 years preceding 1998 (in aggregate
terms); and
(B) intercollegiate athletic teams has increased or
decreased in the 20 years preceding 1998 (in aggregate
terms) at 2-year and 4-year institutions of higher education;
(2) the extent to which participation by student-athletes
in secondary school and intercollegiate athletics has increased
or decreased in the 20 years preceding 1998 (in aggregate
terms);
(3) over the 20-year period preceding 1998, a list of the
men’s and women’s secondary school and intercollegiate sports,
ranked in order of the sports most affected by increases or
decreases in levels of participation and numbers of teams (in
the aggregate);
(4) all factors that have influenced campus officials to add
or discontinue sports teams at secondary schools and institu-
tions of higher education, including—
(A) institutional mission and priorities;
(B) budgetary pressures;
(C) institutional reforms and restructuring;
(D) escalating liability insurance premiums;
(E) changing student and community interest in a
sport;
(F) advancement of diversity among students;
(G) lack of necessary level of competitiveness of the
sports program;
(H) club level sport achieving a level of competitiveness
to make the sport a viable varsity level sport;
(I) injuries or deaths; and
(J) conference realignment;
(5) the actions that institutions of higher education have
taken when decreasing the level of participation in intercolle-
giate sports, or the number of teams, in terms of providing
information, advice, scholarship maintenance, counseling,
advance warning, and an opportunity for student-athletes to
be involved in the decisionmaking process;
(6) the administrative processes and procedures used by
institutions of higher education when determining whether to
increase or decrease intercollegiate athletic teams or participa-
tion by student-athletes;
(7) the budgetary or fiscal impact, if any, of a decision
by an institution of higher education—
(A) to increase or decrease the number of intercollegiate
athletic teams or the participation of student-athletes; or
(B) to be involved in a conference realignment; and
(8) the alternatives, if any, institutions of higher education
have pursued in lieu of eliminating, or severely reducing the
funding for, an intercollegiate sport, and the success of such
alternatives.
H. R. 6—228
(b) REPORT.—The Comptroller General shall submit a report
regarding the results of the study to the Committee on Labor
and Human Resources of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives.
SEC. 806. STUDY OF THE EFFECTIVENESS OF COHORT DEFAULT RATES
FOR INSTITUTIONS WITH FEW STUDENT LOAN BORROW-
ERS.
(a) STUDY REQUIRED.—The Secretary of Education shall conduct
a study of the effectiveness of cohort default rates as an indicator
of administrative capability and program quality for institutions
of higher education at which less than 15 percent of students
eligible to borrow participate in the Federal student loan programs
under title IV of the Higher Education Act of 1965 and fewer
than 30 borrowers enter repayment in any fiscal year. At a mini-
mum, the study shall include—
(1) identification of the institutions included in the study
and of the student populations the institutions serve;
(2) analysis of cohort default rates as indicators of adminis-
trative shortcomings and program quality at the institutions;
(3) analysis of the effectiveness of cohort default rates
as a means to prevent fraud and abuse in the programs assisted
under such title;
(4) analysis of the extent to which the institutions with
high cohort default rates are no longer participants in the
Federal student loan programs under such title; and
(5) analysis of the costs incurred by the Department of
Education for the calculation, publication, correction, and
appeal of cohort default rates for the institutions in relation
to any benefits to taxpayers.
(b) CONSULTATION.—In conducting the study described in sub-
section (a), the Secretary of Education shall consult with institutions
of higher education.
(c) REPORT TO CONGRESS.—The Secretary of Education shall
report to the Committee on Labor and Human Resources of the
Senate and the Committee on Education and the Workforce of
the House of Representatives not later than September 30, 1999,
regarding the results of the study described in subsection (a).
PART B—ADVANCED PLACEMENT INCENTIVE
PROGRAM
SEC. 810. ADVANCED PLACEMENT INCENTIVE PROGRAM.
(a) PROGRAM ESTABLISHED.—The Secretary of Education is
authorized to make grants to States having applications approved
under subsection (c) to enable the States to reimburse low-income
individuals to cover part or all of the cost of advanced placement
test fees, if the low-income individuals—
(1) are enrolled in an advanced placement class; and
(2) plan to take an advanced placement test.
(b) INFORMATION
DISSEMINATION.—The State educational
agency shall disseminate information regarding the availability of
test fee payments under this section to eligible individuals through
secondary school teachers and guidance counselors.
(c) REQUIREMENTS FOR APPROVAL OF APPLICATIONS.—In approv-
ing applications for grants the Secretary of Education shall—
H. R. 6—229
(1) require that each such application contain a description
of the advanced placement test fees the State will pay on
behalf of individual students;
(2) require an assurance that any funds received under
this section, other than funds used in accordance with sub-
section (d), shall be used only to pay advanced placement test
fees;
(3) contain such information as the Secretary may require
to demonstrate that the State will ensure that a student is
eligible for payments under this section, including the docu-
mentation required by chapter 1 of subpart 2 of part A of
title IV of the Higher Education Act of 1965 (20 U.S.C. 1070a–
11 et seq.); and
(4) consider the number of children eligible to be counted
under section 1124(c) of the Elementary and Secondary Edu-
cation Act of 1965 in the State in relation to the number
of such children in all the States in determining grant award
amounts.
(d) FUNDING RULES.—
(1) USE OF FUNDS.—A State educational agency in a State
in which no eligible low-income individual is required to pay
more than a nominal fee to take advanced placement tests
in core subjects may use any grant funds provided to that
State educational agency, that remain after fees have been
paid on behalf of all eligible low-income individuals, for activi-
ties directly related to increasing—
(A) the enrollment of low-income individuals in
advanced placement courses;
(B) the participation of low-income individuals in
advanced placement tests; and
(C) the availability of advanced placement courses in
schools serving high poverty areas.
(2) SUPPLEMENT, NOT
SUPPLANT, RULE.—Funds provided
under this section shall supplement and not supplant other
non-Federal funds that are available to assist low-income
individuals in paying advanced placement test fees.
(e) REGULATIONS.—The Secretary of Education shall prescribe
such regulations as are necessary to carry out this section.
(f ) REPORT.—Each State annually shall report to the Secretary
of Education regarding—
(1) the number of low-income individuals in the State who
receive assistance under this section; and
(2) the activities described in subsection (d)(1), if applicable.
(g) DEFINITION.—In this section:
(1) ADVANCED
PLACEMENT
TEST.—The term ‘‘advanced
placement test’’ includes only an advanced placement test
approved by the Secretary of Education for the purposes of
this section.
(2) 
LOW-INCOME
INDIVIDUAL.—The 
term 
‘‘low-income
individual’’ has the meaning given the term in section
402A(g)(2) of the Higher Education Act of 1965 (20 U.S.C.
1070a–11(g)(2)).
(h) AUTHORIZATION OF APPROPRIATIONS.—There are authorized
to be appropriated $6,800,000 for fiscal year 1999 and such sums
as may be necessary for each of the 4 succeeding fiscal years
to carry out this section.
H. R. 6—230
PART C—COMMUNITY SCHOLARSHIP
MOBILIZATION
SEC. 811. SHORT TITLE.
This part may be cited as the ‘‘Community Scholarship
Mobilization Act’’.
SEC. 812. FINDINGS.
Congress finds that—
(1) the local community, when properly organized and chal-
lenged, is one of the best sources of academic support, motiva-
tion toward achievement, and financial resources for aspiring
postsecondary students;
(2) local communities, working to complement or augment
services currently offered by area schools and colleges, can
raise the educational expectations and increase the rate of
postsecondary attendance of their youth by forming locally-
based organizations that provide both academic support (includ-
ing guidance, counseling, mentoring, tutoring, encouragement,
and recognition) and tangible, locally raised, effectively tar-
geted, publicly recognized, financial assistance;
(3) proven methods of stimulating these community efforts
can be promoted through Federal support for the establishment
of regional, State, or community program centers to organize
and challenge community efforts to develop educational incen-
tives and support for local students; and
(4) using Federal funds to leverage private contributions
to help students from low-income families attain educational
and career goals is an efficient and effective investment of
scarce taxpayer-provided resources.
SEC. 813. DEFINITIONS.
In this part:
(1) REGIONAL, STATE, OR COMMUNITY PROGRAM CENTER.—
The term ‘‘regional, State, or community program center’’ means
an organization that—
(A) is a division or member of, responsible to, and
overseen by, a national organization; and
(B) is staffed by professionals trained to create, develop,
and sustain local entities in towns, cities, and neighbor-
hoods.
(2) LOCAL
ENTITY.—The term ‘‘local entity’’ means an
organization that—
(A) is a nonprofit organization that is described in
section 501(c)(3) of the Internal Revenue Code of 1986,
and exempt from taxation under section 501(a) of such
Code (or shall meet this criteria through affiliation with
the national organization);
(B) is formed for the purpose of providing educational
scholarships and academic support for residents of the
local community served by such organization;
(C) solicits broad-based community support in its aca-
demic support and fund-raising activities;
(D) is broadly representative of the local community
in the structures of its volunteer-operated organization and
has a board of directors that includes leaders from local
neighborhood organizations and neighborhood residents,
H. R. 6—231
such as school or college personnel, parents, students,
community agency representatives, retirees, and represent-
atives of the business community;
(E) awards scholarships without regard to age, sex,
marital status, race, creed, color, religion, national origin,
or disability; and
(F) gives priority to awarding scholarships for post-
secondary education to deserving students from low-income
families in the local community.
(3) NATIONAL ORGANIZATION.—The term ‘‘national organiza-
tion’’ means an organization that—
(A) has the capacity to create, develop and sustain
local entities and affiliated regional, State, or community
program centers;
(B) has the capacity to sustain newly created local
entities in towns, cities, and neighborhoods through
ongoing training support programs;
(C) is described in section 501(c)(3) of the Internal
Revenue Code of 1986, and exempt from taxation under
section 501(a) of such Code;
(D) is a publicly supported organization within the
meaning of section 170(b)(1)(A)(iv) of such Code;
(E) ensures that each of the organization’s local entities
meet the criteria described in subparagraphs (C) and (D);
and
(F) has a program for or experience in cooperating
with secondary and postsecondary institutions in carrying
out the organization’s scholarship and academic support
activities.
(4) HIGH POVERTY AREA.—The term ‘‘high poverty area’’
means a community with a higher percentage of children from
low-income families than the national average of such percent-
age and a lower percentage of children pursuing postsecondary
education than the national average of such percentage.
(5) SECRETARY.—The term ‘‘Secretary’’ means the Secretary
of Education.
(6) STUDENTS FROM LOW-INCOME FAMILIES.—The term ‘‘stu-
dents from low-income families’’ means students determined,
pursuant to part F of title IV of the Higher Education Act
of 1965 (20 U.S.C. 1087kk et seq.), to be eligible for a Federal
Pell Grant under subpart 1 of part A of title IV of such Act
(20 U.S.C. 1070a).
SEC. 814. PURPOSE; ENDOWMENT GRANT AUTHORITY.
(a) PURPOSE.—It is the purpose of this part to establish and
support regional, State or community program centers to enable
such centers to foster the development of local entities in high
poverty areas that promote higher education goals for students
from low-income families by—
(1) providing academic support, including guidance, coun-
seling, mentoring, tutoring, and recognition; and
(2) providing scholarship assistance for the cost of post-
secondary education.
(b) ENDOWMENT GRANT AUTHORITY.—From the funds appro-
priated pursuant to the authority of section 816, the Secretary
shall award an endowment grant, on a competitive basis, to a
national organization to enable such organization to support the
H. R. 6—232
establishment or ongoing work of regional, State or community
program centers that foster the development of local entities in
high poverty areas to improve secondary school graduation rates
and postsecondary attendance through the provision of academic
support services and scholarship assistance for the cost of post-
secondary education.
SEC. 815. GRANT AGREEMENT AND REQUIREMENTS.
(a) IN GENERAL.—The Secretary shall award one or more
endowment grants described in section 814(b) pursuant to an agree-
ment between the Secretary and a national organization. Such
agreement shall—
(1) require a national organization to establish an endow-
ment fund in the amount of the grant, the corpus of which
shall remain intact and the interest income from which shall
be used to support the activities described in paragraphs (2)
and (3);
(2) require a national organization to use 70 percent of
the interest income from the endowment fund in any fiscal
year to support the establishment or ongoing work of regional,
State or community program centers to enable such centers
to work with local communities to establish local entities in
high poverty areas and provide ongoing technical assistance,
training workshops, and other activities to help ensure the
ongoing success of the local entities;
(3) require a national organization to use 30 percent of
the interest income from the endowment fund in any fiscal
year to provide scholarships for postsecondary education to
students from low-income families, which scholarships shall
be matched on a dollar-for-dollar basis from funds raised by
the local entities;
(4) require that at least 50 percent of all the interest
income from the endowment be allocated to establish new local
entities or support regional, State or community program cen-
ters in high poverty areas;
(5) require a national organization to submit, for each
fiscal year in which such organization uses the interest from
the endowment fund, a report to the Secretary that contains—
(A) a description of the programs and activities sup-
ported by the interest on the endowment fund;
(B) the audited financial statement of the national
organization for the preceding fiscal year;
(C) a plan for the programs and activities to be sup-
ported by the interest on the endowment fund as the Sec-
retary may require;
(D) an evaluation of the programs and activities sup-
ported by the interest on the endowment fund as the Sec-
retary may require; and
(E) data indicating the number of students from low-
income families who receive scholarships from local enti-
ties, and the amounts of such scholarships;
(6) contain such assurances as the Secretary may require
with respect to the management and operation of the endow-
ment fund; and
(7) contain an assurance that if the Secretary determines
that such organization is not in substantial compliance with
the provisions of this part, then the national organization shall
H. R. 6—233
pay to the Secretary an amount equal to the corpus of the
endowment fund plus any accrued interest on such fund that
is available to the national organization on the date of such
determination.
(b) RETURNED FUNDS.—All funds returned to the Secretary
pursuant to subsection (a)(7) shall be available to the Secretary
to carry out any scholarship or grant program assisted under title
IV of the Higher Education Act of 1965 (20 U.S.C. 1070 et seq.).
SEC. 816. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this part
$10,000,000 for fiscal year 2000.
PART D—GRANTS TO STATES FOR WORK-
PLACE 
AND 
COMMUNITY 
TRANSITION
TRAINING FOR INCARCERATED YOUTH OF-
FENDERS
SEC. 821. GRANTS TO STATES FOR WORKPLACE AND COMMUNITY
TRANSITION TRAINING FOR INCARCERATED YOUTH
OFFENDERS.
(a) FINDINGS.—Congress makes the following findings:
(1) Over 150,000 youth offenders age 21 and younger are
incarcerated in the Nation’s jails, juvenile facilities, and prisons.
(2) Most youth offenders who are incarcerated have been
sentenced as first-time adult felons.
(3) Approximately 75 percent of youth offenders are high
school dropouts who lack basic literacy and life skills, have
little or no job experience, and lack marketable skills.
(4) The average incarcerated youth has attended school
only through grade 10.
(5) Most of these youths can be diverted from a life of
crime into productive citizenship with available educational,
vocational, work skills, and related service programs.
(6) If not involved with educational programs while incar-
cerated, almost all of these youths will return to a life of
crime upon release.
(7) The average length of sentence for a youth offender
is about 3 years. Time spent in prison provides a unique oppor-
tunity for education and training.
(8) Even with quality education and training provided dur-
ing incarceration, a period of intense supervision, support, and
counseling is needed upon release to ensure effective reintegra-
tion of youth offenders into society.
(9) Research consistently shows that the vast majority of
incarcerated youths will not return to the public schools to
complete their education.
(10) There is a need for alternative educational opportuni-
ties during incarceration and after release.
(b) DEFINITION.—For purposes of this part, the term ‘‘youth
offender’’ means a male or female offender under the age of 25,
who is incarcerated in a State prison, including a prerelease facility.
(c) GRANT PROGRAM.—The Secretary of Education (in this sec-
tion referred to as the ‘‘Secretary’’) shall establish a program in
accordance with this section to provide grants to the State correc-
tional education agencies in the States, from allocations for the
H. R. 6—234
States under subsection (i), to assist and encourage incarcerated
youths to acquire functional literacy, life, and job skills, through
the pursuit of a postsecondary education certificate, or an associate
of arts or bachelor’s degree while in prison, and employment coun-
seling and other related services which start during incarceration
and continue through prerelease and while on parole.
(d) APPLICATION.—To be eligible for a grant under this section,
a State correctional education agency shall submit to the Secretary
a proposal for a youth offender program that—
(1) identifies the scope of the problem, including the num-
ber of incarcerated youths in need of postsecondary education
and vocational training;
(2) lists the accredited public or private educational institu-
tion or institutions that will provide postsecondary educational
services;
(3) lists the cooperating agencies, public and private, or
businesses that will provide related services, such as counseling
in the areas of career development, substance abuse, health,
and parenting skills;
(4) describes the evaluation methods and performance
measures that the State correctional education agency will
employ, which methods and measures—
(A) shall be appropriate to meet the goals and objec-
tives of the proposal; and
(B) shall include measures of—
(i) program completion;
(ii) student academic and vocational skill attain-
ment;
(iii) success in job placement and retention; and
(iv) recidivism;
(5) describes how the proposed programs are to be
integrated with existing State correctional education programs
(such as adult education, graduate education degree programs,
and vocational training) and State industry programs;
(6) addresses the educational needs of youth offenders who
are in alternative programs (such as boot camps); and
(7) describes how students will be selected so that only
youth offenders eligible under subsection (f ) will be enrolled
in postsecondary programs.
(e) PROGRAM REQUIREMENTS.—Each State correctional edu-
cation agency receiving a grant under this section shall—
(1) integrate activities carried out under the grant with
the objectives and activities of the school-to-work programs
of such State, including—
(A) work experience or apprenticeship programs;
(B) transitional worksite job training for vocational
education students that is related to the occupational goals
of such students and closely linked to classroom and labora-
tory instruction;
(C) placement services in occupations that the students
are preparing to enter;
(D) employment-based learning programs; and
(E) programs that address State and local labor short-
ages;
(2) annually report to the Secretary and the Attorney
General on the results of the evaluations conducted using the
H. R. 6—235
methods and performance measures contained in the proposal;
and
(3) provide to each State for each student eligible under
subsection (f ) not more than $1,500 annually for tuition, books,
and essential materials, and not more than $300 annually
for related services such as career development, substance
abuse counseling, parenting skills training, and health edu-
cation, for each eligible incarcerated youth.
(f ) STUDENT ELIGIBILITY.—A youth offender shall be eligible
for participation in a program receiving a grant under this section
if the youth offender—
(1) is eligible to be released within 5 years (including
a youth offender who is eligible for parole within such time);
and
(2) is 25 years of age or younger.
(g) LENGTH OF PARTICIPATION.—A State correctional education
agency receiving a grant under this section shall provide educational
and related services to each participating youth offender for a
period not to exceed 5 years, 1 year of which may be devoted
to study in a graduate education degree program or to remedial
education services for students who have obtained a secondary
school diploma or its recognized equivalent. Educational and related
services shall start during the period of incarceration in prison
or prerelease and may continue during the period of parole.
(h) EDUCATION DELIVERY SYSTEMS.—State correctional edu-
cation agencies and cooperating institutions shall, to the extent
practicable, use high-tech applications in developing programs to
meet the requirements and goals of this section.
(i) ALLOCATION OF FUNDS.—From the funds appropriated pursu-
ant to subsection ( j) for each fiscal year, the Secretary shall allot
to each State an amount that bears the same relationship to such
funds as the total number of students eligible under subsection
(f ) in such State bears to the total number of such students in
all States.
( j) AUTHORIZATION OF APPROPRIATIONS.—There are authorized
to be appropriated to carry out this section $17,000,000 for fiscal
year 1999 and such sums as may be necessary for each of the
4 succeeding fiscal years.
PART E—GRANTS TO COMBAT VIOLENT
CRIMES AGAINST WOMEN ON CAMPUSES
SEC. 826. GRANTS TO COMBAT VIOLENT CRIMES AGAINST WOMEN ON
CAMPUSES.
(a) GRANTS AUTHORIZED.—
(1) IN GENERAL.—The Attorney General is authorized to
make grants to institutions of higher education, for use by
such institutions or consortia consisting of campus personnel,
student organizations, campus administrators, security person-
nel, and regional crisis centers affiliated with the institution,
to develop and strengthen effective security and investigation
strategies to combat violent crimes against women on campuses,
and to develop and strengthen victim services in cases involving
violent crimes against women on campuses, which may include
partnerships with local criminal justice authorities and commu-
nity-based victim services agencies.
H. R. 6—236
(2) AWARD
BASIS.—The Attorney General shall award
grants and contracts under this section on a competitive basis.
(3) EQUITABLE PARTICIPATION.—The Attorney General shall
make every effort to ensure—
(A) the equitable participation of private and public
institutions of higher education in the activities assisted
under this section; and
(B) the equitable geographic distribution of grants
under this section among the various regions of the United
States.
(b) USE OF GRANT FUNDS.—Grant funds awarded under this
section may be used for the following purposes:
(1) To provide personnel, training, technical assistance,
data collection, and other equipment with respect to the
increased apprehension, investigation, and adjudication of per-
sons committing violent crimes against women on campus.
(2) To train campus administrators, campus security
personnel, and personnel serving on campus disciplinary or
judicial boards to more effectively identify and respond to vio-
lent crimes against women on campus, including the crimes
of sexual assault, stalking, and domestic violence.
(3) To implement and operate education programs for the
prevention of violent crimes against women.
(4) To develop, enlarge, or strengthen support services pro-
grams, including medical or psychological counseling, for vic-
tims of sexual offense crimes.
(5) To create, disseminate, or otherwise provide assistance
and information about victims’ options on and off campus to
bring disciplinary or other legal action.
(6) To develop and implement more effective campus poli-
cies, protocols, orders, and services specifically devoted to pre-
vent, identify, and respond to violent crimes against women
on campus, including the crimes of sexual assault, stalking,
and domestic violence.
(7) To develop, install, or expand data collection and
communication systems, including computerized systems, link-
ing campus security to the local law enforcement for the purpose
of identifying and tracking arrests, protection orders, violations
of protection orders, prosecutions, and convictions with respect
to violent crimes against women on campus, including the
crimes of sexual assault, stalking, and domestic violence.
(8) To develop, enlarge, or strengthen victim services pro-
grams for the campus and to improve delivery of victim services
on campus.
(9) To provide capital improvements (including improved
lighting and communications facilities but not including the
construction of buildings) on campuses to address violent crimes
against women on campus, including the crimes of sexual
assault, stalking, and domestic violence.
(10) To support improved coordination among campus
administrators, campus security personnel, and local law
enforcement to reduce violent crimes against women on campus.
(c) APPLICATIONS.—
(1) IN GENERAL.—In order to be eligible to be awarded
a grant under this section for any fiscal year, an institution
of higher education shall submit an application to the Attorney