105
(4) by labor organizations, to enhance the em-
ployment security of workers by providing portable
credentials and skills;
(5) by workers, to obtain certifications of their
skills to protect against dislocation, to pursue career
advancement, and to enhance their ability to reenter
the workforce;
(6) by students and entry level workers, to deter-
mine the skill levels and competencies needed to be ob-
tained in order to compete effectively for high wage
jobs;
(7) by training providers and educators, to de-
termine appropriate training services to offer;
(8) by Government, to evaluate whether publicly-
funded training assists participants to meet skill
standards where they exist and thereby protect the in-
tegrity of public expenditures;
(9) to facilitate the transition to high perform-
ance work organizations;
(10) to increase opportunities for minorities and
women, including removing barriers to the entry of
women in non-traditional employment; and
(11) to facilitate linkages between other compo-
nents of the workforce investment strategy, including
school-to-work transition, secondary and postsecond-
106
ary vocational-technical education, and job training
programs.
SEC. 402. ESTABLISHMENT OF NATIONAL BOARD.
(a) IN GENERAL.—There is established a National
Skill Standards Board (in this title referred to as the
‘‘National Board’’).
(b) COMPOSITION.—
(1) IN GENERAL.—The National Board shall be
composed of 28 members, appointed in accordance
with paragraph (3), of whom—
(A) one member shall be the Secretary of
Labor;
(B) one member shall be the Secretary of
Education;
(C) one member shall be the Secretary of
Commerce;
(D) one member shall be the Chairperson of
the National Education Standards and Improve-
ment Council established pursuant to section
212(a);
(E) eight members shall be representatives
of small and large business and industry selected
from among individuals recommended by recog-
nized national business organizations and trade
associations;
107
(F) eight members shall be representatives of
organized labor selected from among individuals
recommended by recognized national labor fed-
erations; and
(G) eight members shall be representatives
from the following groups, with at least one
member from each group:
(i) Educational institutions.
(ii) Community-based organizations.
(iii) State and local governments.
(iv) 
Nongovernmental 
organizations
with a demonstrated history of successfully
protecting the rights of racial, ethnic and
religious minorities, women, persons with
disabilities or older persons.
(2) DIVERSITY
REQUIREMENTS.—The members
described in subparagraph (G) of paragraph (1) shall
have expertise in the area of education and training.
The members described in subparagraphs (E), (F),
and (G) of paragraph (1) shall—
(A) in the aggregate, represent a broad
cross-section of occupations and industries; and
(B) to the extent feasible, be geographically
representative of the United States and reflect
108
the racial, ethnic and gender diversity of the
United States.
(3) APPOINTMENT.—The membership of the Na-
tional Board shall be appointed as follows:
(A) Twelve members (four from each class of
members described in subparagraphs (E), (F),
and (G) of paragraph (1)) shall be appointed by
the President.
(B) Six members (two from each class of
members described in subparagraphs (E), (F),
and (G) of paragraph (1)) shall be appointed by
the Speaker of the House of Representatives, of
whom three members (one from each class of
members described in subparagraphs (E), (F),
and (G) of paragraph (1)) shall be selected from
recommendations made by the Majority Leader
of the House of Representatives and three mem-
bers (one from each class of members described in
subparagraphs (E), (F), and (G) of paragraph
(1)) shall be selected from recommendations
made by the Minority Leader of the House of
Representatives.
(C) Six members (two from each class of
members described in subparagraphs (E), (F),
and (G) of paragraph (1)) shall be appointed by
109
the President pro tempore of the Senate, of whom
three members (one from each class of members
described in subparagraphs (E), (F), and (G) of
paragraph (1)) shall be selected from rec-
ommendations made by the Majority Leader of
the Senate and three members (one from each
class of members described in subparagraphs (E),
(F), and (G) of paragraph (1)) shall be selected
from recommendations made by the Minority
Leader of the Senate.
(4) TERM.—Each member of the National Board
appointed under subparagraphs (E), (F), and (G) of
paragraph (1) shall be appointed for a term of 4
years, except that of the initial members of the Board
appointed under such paragraph—
(A) Twelve members shall be appointed for
a term of 3 years (four from each class of mem-
bers described in subparagraphs (E), (F), and
(G) of paragraph (1)), of whom—
(i) two from each class shall be ap-
pointed in accordance with paragraph
(3)(A);
(ii) one from each such class shall be
appointed in accordance with paragraph
(3)(B); and
110
(iii) 1 from each such class shall be ap-
pointed in accordance with paragraph
(3)(C); and
(B) Twelve members shall be appointed for
a term of 4 years (four from each class of mem-
bers described in subparagraphs (E), (F), and
(G) of paragraph (1)), of whom—
(i) two from each such class shall be
appointed in accordance with paragraph
(3)(A);
(ii) one from each such class shall be
appointed in accordance with paragraph
(3)(B); and
(iii) one from each such class shall be
appointed in accordance with paragraph
(3)(C).
(c) CHAIRPERSON AND VICE CHAIRPERSONS.—
(1) CHAIRPERSON.—The National Board shall
biennially elect a Chairperson from among the mem-
bers of the National Board by a majority vote of such
members.
(2) VICE CHAIRPERSONS.—The National Board
shall annually elect 3 Vice Chairpersons (each rep-
resenting a different class of the classes of members
described in subparagraphs (E), (F), and (G) of sub-
111
section (b)(1)) from among its members appointed
under subsection (b)(3) by a majority vote of such
members, each of whom shall serve for a term of 1
year.
(d) COMPENSATION AND EXPENSES.—
(1) COMPENSATION.—Members of the National
Board who are not regular full-time employees or offi-
cers of the Federal Government shall serve without
compensation.
(2) EXPENSES.—The members of the National
Board shall receive travel expenses, including per
diem in lieu of subsistence, in accordance with sub-
chapter I of chapter 57, title 5, United States Code,
while away from their homes or regular places of
business in the performance of services for the Na-
tional Board.
(e) EXECUTIVE DIRECTOR AND STAFF.—The Chair-
person of the National Board shall appoint an Executive
Director, who shall be compensated at a rate determined
by the National Board that shall not exceed the rate of pay
for level V of the Executive Schedule under section 5316
of title 5, United States Code, and who shall appoint such
staff as is necessary in accordance with title 5, United
States Code. Such staff shall include at least one individual
with expertise in measurement and assessment.
112
(f) GIFTS.—The National Board is authorized, in car-
rying out this title, to accept, purchase, or lease, and em-
ploy or dispose of in furtherance of the purposes of this title,
any money or property, real, personal, or mixed, tangible
or intangible, received by gift, devise, bequest, or otherwise,
and to accept voluntary and uncompensated services not-
withstanding the provisions of section 1342 of title 31,
United States Code.
(g) AGENCY SUPPORT.—
(1) USE OF FACILITIES.—The National Board
may use the research, equipment, services and facili-
ties of any agency or instrumentality of the United
States with the consent of such agency or instrumen-
tality.
(2) STAFF OF FEDERAL AGENCIES.—Upon the
request of the National Board, the head of any de-
partment or agency of the United States may detail
to the National Board, on a reimbursable basis, any
of the personnel of such department or agency to as-
sist the National Board in carrying out this title.
(h) CONFLICT OF INTEREST.—An individual who has
served as a member of the National Board may not have
any financial interest in an assessment and certification
system developed or endorsed under this title for a period
113
of three years after the termination of service of such indi-
vidual from the National Board.
SEC. 403. FUNCTIONS OF THE NATIONAL BOARD.
(a) IDENTIFICATION OF OCCUPATIONAL CLUSTERS.—
(1) IN GENERAL.—Subject to paragraph (2), the
National Board, after extensive public review and
comment and study of the national labor market,
shall identify broad clusters of major occupations that
involve one or more than one industry in the United
States.
(2) PROCEDURES
FOR
IDENTIFICATION.—Prior
to identifying broad clusters of major occupations
under paragraph (1), the National Board shall—
(A) develop procedures for the identification
of such clusters;
(B) publish such procedures in the Federal
Register; and
(C) allow for extensive public review of and
comment on such procedures.
(b) VOLUNTARY PARTNERSHIPS TO DEVELOP STAND-
ARDS.—
(1) IN GENERAL.—For each of the occupational
clusters identified pursuant to subsection (a), the Na-
tional Board shall encourage and facilitate the estab-
114
lishment of voluntary partnerships to develop a skill
standards system in accordance with subsection (d).
(2) REPRESENTATIVES.—Such voluntary part-
nerships shall include the full and balanced partici-
pation of—
(A) representatives of business and industry
who have expertise in the area of workforce skill
requirements, including representatives of large
and small employers, recommended by national
business organizations and trade associations
representing employers in the occupation or in-
dustry for which a standard is being developed,
and representatives of trade associations that
have received demonstration grants from the De-
partment of Labor or the Department of Edu-
cation to establish skill standards prior to the
enactment of this title;
(B) employee representatives who have ex-
pertise in the area of workforce skill require-
ments and who shall be—
(i) individuals recommended by recog-
nized national labor organizations rep-
resenting employees in the occupation or in-
dustry for which a standard is being devel-
oped; and
115
(ii) such other individuals who are
nonmanagerial employees with significant
experience and tenure in such occupation or
industry as are appropriate given the na-
ture and structure of employment in the oc-
cupation or industry;
(C) representatives of—
(i) educational institutions;
(ii) community-based organizations;
(iii) State and local agencies with ad-
ministrative control or direction over edu-
cation, vocational-technical education, or
employment and training;
(iv) other policy development organiza-
tions with expertise in the area of workforce
skill requirements; and
(v) 
non-governmental 
organizations
with a demonstrated history of successfully
protecting the rights of racial, ethnic, and
religious minorities, women, individuals
with disabilities, and older persons; and
(D) individuals with expertise in measure-
ment and assessment, including relevant experi-
ence in designing unbiased assessments and per-
formance-based assessments.
116
(3) EXPERTS.—The partnerships described in
paragraph (1) may also include such other individ-
uals who are independent, qualified experts in their
fields.
(c) RESEARCH, DISSEMINATION, 
AND
COORDINA-
TION.—In order to support the development of a skill stand-
ards system in accordance with subsection (d), the National
Board shall—
(1) conduct workforce research relating to skill
standards (including research relating to how to use
skill standards in compliance with civil rights laws)
and make such research available to the public, in-
cluding the partnerships described in subsection (b);
(2) identify and maintain a catalog of skill
standards used by other countries and by States and
leading firms and industries in the United States;
(3) serve as a clearinghouse to facilitate the shar-
ing of information on the development of skill stand-
ards and other relevant information among represent-
atives of occupations and industries identified pursu-
ant to subsection (a), the voluntary partnerships rec-
ognized pursuant to subsection (b), and among edu-
cation and training providers through such mecha-
nisms as the Capacity Building and Information and
117
Dissemination Network established under section
453(b) of the Job Training Partnership Act;
(4) develop a common nomenclature relating to
skill standards;
(5) encourage the development and adoption of
curricula and training materials for attaining the
skill standards developed pursuant to subsection (d)
that include structured work experiences and related
study programs leading to progressive levels of profes-
sional and technical certification and postsecondary
education;
(6) provide appropriate technical assistance; and
(7) facilitate coordination among voluntary
partnerships that meet the requirements of subsection
(b) to promote the development of a coherent national
system of voluntary skill standards.
(d) ENDORSEMENT OF SKILL STANDARDS SYSTEMS.—
(1) 
DEVELOPMENT
OF
ENDORSEMENT
CRI-
TERIA.—
(A) IN
GENERAL.—The National Board,
after extensive public consultation, shall develop
objective criteria for endorsing skills standards
systems relating to the occupational clusters
identified pursuant to subsection (a). Such cri-
teria shall, at a minimum, include the compo-
118
nents of a skill standards system described in
subparagraph (B). The endorsement criteria
shall be published in the Federal Register, and
updated as appropriate.
(B) COMPONENTS OF SYSTEM.—The compo-
nents of a skill standards systems shall include
the following:
(i) Voluntary skill standards, which at
a minimum—
(I) meet or exceed, to the extent
practicable, the highest standards used
in other countries and the highest
international standards;
(II) take into account content and
performance standards certified pursu-
ant to title II;
(III) take into account the re-
quirements of high performance work
organizations;
(IV) are in a form that allows for
regular updating to take into account
advances in technology or other devel-
opments within the occupational clus-
ter;
119
(V) are formulated in such a
manner that promotes the portability
of credentials and facilitates worker
mobility within an occupational clus-
ter or industry and among industries;
and
(VI) are not discriminatory with
respect to race, color, gender, age, reli-
gion, ethnicity, disability, or national
origin, consistent with Federal civil
rights laws.
(ii) A voluntary system of assessment
and certification of the attainment of skill
standards developed pursuant to subpara-
graph (A), which at a minimum—
(I) takes into account, to the ex-
tent practicable, methods of assessment
and certification used in other coun-
tries;
(II) utilizes a variety of evalua-
tion techniques, including, where ap-
propriate, oral and written evalua-
tions, portfolio assessments and per-
formance tests; and
120
(III) includes methods for estab-
lishing that the assessment and certifi-
cation system is not discriminatory
with respect to race, color, gender, age,
religion, ethnicity, disability, or na-
tional origin, consistent with Federal
civil rights laws.
(iii) A system to promote the use of
and to disseminate information relating to
skill standards, and assessment and certifi-
cation systems developed pursuant to this
paragraph (including dissemination of in-
formation relating to civil rights laws rel-
evant to the use of such standards and sys-
tems) to entities such as institutions of post-
secondary education offering professional
and technical education, labor organiza-
tions, trade associations, employers provid-
ing formalized training and other organiza-
tions likely to benefit from such systems.
(iv) A system to evaluate the imple-
mentation of the skill standards, and assess-
ment and certification systems developed
pursuant to this paragraph, and the effec-
tiveness of the information disseminated
121
pursuant to subparagraph (C) for inform-
ing the users of such standards and systems
of the requirements of relevant civil rights
laws.
(v) A system to periodically revise and
update the skill standards, and assessment
and certification systems developed pursu-
ant to this paragraph, which will take into
account changes in standards in other coun-
tries.
(2) ENDORSEMENT.—The National Board, after
extensive public review and comment, shall endorse
those skill standards systems relating to the occupa-
tional clusters identified pursuant to subsection (a)
that—
(A) meet the objective endorsement criteria
that are developed pursuant to paragraph (1);
and
(B) are submitted by partnerships that meet
the representation requirements of subsection
(b)(2).
(e) LIMITATIONS.—
(1) IN GENERAL.—The National Board shall not
carry out the requirements of subsections (b) or (d)
with respect to any occupation or trade within any
122
industry for which national apprenticeship stand-
ards—
(A) have been jointly developed by labor
and management representatives,
(B) are registered pursuant to the National
Apprenticeship Act, and
(C) are being actively used on a national
basis for training workers in such occupation or
trade,
unless labor and management representatives of such
occupation or trade and representatives of registered
apprenticeship programs within such occupation or
trade jointly request the assistance of the National
Board.
(2) RELATIONSHIP
WITH
ANTIDISCRIMINATION
LAWS.—
(A) IN
GENERAL.—Nothing in this title
shall be construed to modify or affect any Fed-
eral or State law prohibiting discrimination on
the basis of race, religion, color, ethnicity, na-
tional origin, gender, age, or disability.
(B) EVIDENCE.—The endorsement or ab-
sence of an endorsement by the Board of a skill
standard or assessment and certification system
under subsection (d) shall not be used in any ac-
123
tion or proceeding to establish that the skill
standard or assessment and certification system
conforms or does not conform to the requirements
of civil rights laws.
(f) COORDINATION WITH EDUCATION STANDARDS.—
The National Board shall establish cooperative arrange-
ments with the National Education Standards and Im-
provement Council to promote the coordination of the devel-
opment of skill standards under this title with the develop-
ment of content and performance standards under title II.
(g) FINANCIAL ASSISTANCE.—
(1) IN
GENERAL.—From funds appropriated
pursuant to section 406(a), the Secretary of Labor
may award grants (including grants to the voluntary
partnerships in accordance with paragraph (2)) and
enter into contracts and cooperative arrangements
that are requested by the National Board for the pur-
poses of carrying out this title.
(2) GRANT
PROGRAMS
FOR
VOLUNTARY
PART-
NERSHIPS.—
(A) ELIGIBILITY
AND
APPLICATION.—Vol-
untary partnerships that meet the requirements
of subsection (b) shall be eligible to apply for a
grant under this subsection. Each such voluntary
partnership desiring a grant shall submit an ap-
124
plication to the National Board at such time, in
such manner, and accompanied by such informa-
tion as the National Board may reasonably re-
quire.
(B) APPROVAL
CRITERIA.—Prior to each
fiscal year, the National Board shall publish ob-
jective criteria for the approval of grant applica-
tions submitted pursuant to subparagraph (A).
(3) LIMITATION ON THE USE OF FUNDS.—
(A) IN GENERAL.—Not more than 20 per-
cent of the funds appropriated under section
406(a) for each fiscal year shall be used by the
National Board for the costs of administration.
(B) COSTS OF ADMINISTRATION DEFINED.—
For purposes of this paragraph, the term ‘‘costs
of administration’’ means costs relating to staff,
supplies, equipment, space, travel and per diem,
costs of conducting meetings and conferences,
and other related costs.
SEC. 404. DEADLINES.
Not later than December 31, 1996, the National Board
shall—
(1) identify occupational clusters pursuant to
section 403(a) representing a substantial portion of
the workforce; and
125
(2) promote the development of an initial set of
skill standards in accordance with section 403(d) for
such clusters.
SEC. 405. REPORTS.
The National Board shall submit to the President and
the Congress in each fiscal year a report on the activities
conducted under this title, including the extent to which
skill standards have been adopted by employers, training
providers, and other entities and the effectiveness of such
standards in accomplishing the purposes described in sec-
tion 401.
SEC. 406. AUTHORIZATION OF APPROPRIATIONS.
(a) IN GENERAL.—There are authorized to be appro-
priated $15,000,000 for fiscal year 1994 and such sums as
may be necessary for each of the fiscal years 1995 through
1998 to carry out this title.
(b) AVAILABILITY.—Amounts appropriated pursuant
to subsection (a) shall remain available until expended.
SEC. 407. DEFINITIONS.
For purposes of this title, the following definitions
apply:
(1) COMMUNITY-BASED
ORGANIZATIONS.—The
term ‘‘community-based organizations’’ means such
organizations as defined in section 4(5) of the Job
Training Partnership Act.
126
(2) 
EDUCATIONAL
INSTITUTION.—The 
term
‘‘educational institution’’ means a high school, a vo-
cational school, and an institution of higher edu-
cation.
(3) SKILL STANDARD.—The term ‘‘skill stand-
ard’’ means the level of knowledge and competence re-
quired to successfully perform work-related functions
within an occupational cluster.
TITLE V—MISCELLANEOUS
SEC. 501. DEFINITIONS.
As used in this Act—
(1) the terms ‘‘all students’’ and ‘‘all children’’
mean students or children from a broad range of
backgrounds and circumstances, including disadvan-
taged students, students with diverse racial, ethnic,
and cultural backgrounds, American Indians, Alaska
Natives, Native Hawaiians, students with disabilities,
students with limited-English proficiency, migrant
children, school-aged children who have dropped out,
migrant children, and academically talented students;
(2) the terms ‘‘community’’, ‘‘public’’, and ‘‘ad-
vocacy group’’ are to be interpreted to include rep-
resentatives of organizations advocating for the edu-
cation of American Indian, Alaska Native, and Na-
tive Hawaiian children and Indian tribes;
127
(3) the term ‘‘content standards’’ means broad
descriptions of the knowledge and skills students
should acquire in a particular subject area;
(4) the term ‘‘Governor’’ means the chief execu-
tive of the State;
(5) the terms ‘‘local educational agency’’ and
‘‘State educational agency’’ have the meaning given
those terms in section 1471 of the Elementary and
Secondary Education Act of 1965;
(6) the term ‘‘opportunity-to-learn standards’’
means the criteria for, and the basis of, assessing the
sufficiency or quality of the resources, practices, and
conditions necessary at each level of the education
system (schools, local educational agencies, and
States) to provide all students with an opportunity to
learn the material in national or State content stand-
ards.
(7) the term ‘‘outlying areas’’ means Guam,
American Samoa, the Virgin Islands, the Common-
wealth of the Northern Mariana Islands, and Palau
(until the effective date of the Compact of Free Asso-
ciation with the Government of Palau);
(8) the term ‘‘performance standards’’ means
concrete examples and explicit definitions of what
students have to know and be able to do to dem-
128
onstrate that they are proficient in the skills and
knowledge framed by content standards;
(9) the term ‘‘related services’’ has the same
meaning given such term under section 602(17) of the
Individuals with Disabilities Education Act;
(10) the term ‘‘school’’ means a school that is
under the authority of the State educational agency
and a local educational agency or, for the purpose of
carrying out section 314(b), a school that is operated
or funded by the Bureau of Indian Affairs;
(11) the term ‘‘Secretary’’, except where used in
title IV, means the Secretary of Education; and
(12) except as otherwise provided, the term
‘‘State’’ means each of the 50 States, the District of
Columbia, the Commonwealth of Puerto Rico, and
each of the outlying areas.
SEC. 502. LIMITATIONS.
(a) ASSESSMENTS.—No funds provided under titles II
or III of this Act shall be used to undertake assessments
that will be used to make decisions regarding the gradua-
tion, grade promotion, or retention of students for five years
after the date of enactment of this Act.
(b) PUBLIC SCHOOL.—Nothing in this Act shall be
construed to authorize the use of funds under title III (ex-
129
cept as provided in section 310) to directly or indirectly
benefit any school other than a public school.
TITLE VI—PARENTAL INFORMA-
TION AND RESOURCE CEN-
TERS
SEC. 601. PARENTAL INFORMATION AND RESOURCE CEN-
TERS.
(a) AUTHORIZATION.—The Secretary of Education is
authorized to make grants each year to private, nonprofit
organizations for the purpose of providing training and in-
formation to parents of children enrolled in participating
schools and to individuals who work with such parents to
encourage a more effective working relationship with profes-
sionals in meeting the educational needs of children enrolled
in participating schools.
(b) GRANTS.—Such grants shall—
(1) be designed to meet the unique training and
information needs of parents of children enrolled in
participating schools, particularly parents who are
severely disadvantaged educationally or economically;
(2) be distributed geographically to the greatest
extent possible throughout all the States and give pri-
ority to grants which serve areas with high concentra-
tions of low-income families;
130
(3) be targeted to parents of children enrolled in
participating schools in rural, suburban, and urban
areas;
(4) serve parents of low-income and minority
children enrolled in participating schools, including
limited-English-proficient children; and
(5) be funded at a sufficient size, scope, and
quality to ensure that the program is adequate to
serve the parents in the area.
SEC. 602. ELIGIBILITY.
(a) REPRESENTATION.—To receive a grant under sec-
tion 601, a private, nonprofit organization shall meet the
following requirements:
(1) Be governed by a board of directors in which
the membership includes, or be an organization that
represents the interests of, parents and establish a
special governing committee in which the membership
includes—
(A) a majority of parents of children en-
rolled in participating schools; and
(B) representation of education profes-
sionals with expertise in improving services for
disadvantaged children.
(2) Provide that the parent and professional
membership of the board or special governing commit-
131
tee is broadly representative of minority, low-income,
and other individuals and groups that have an inter-
est in compensatory education and family literacy.
(3) Demonstrate the capacity and expertise to
conduct effective training and information activities
for which a grant may be made.
(4) Network with clearinghouses, other organiza-
tions and agencies, and with other established na-
tional, State, and local parent groups representing
the full range of parents of children enrolled in par-
ticipating schools, especially parents of low-income
and minority children.
(b) REQUIREMENTS.—The Board of Directors or spe-
cial governing committee of an organization receiving a
grant under this title shall meet at least once each calendar
quarter to review the parent training and information ac-
tivities for which the grant is made.
(c) GRANT RENEWAL.—Whenever an organization re-
quests the renewal of a grant under section 601 for a fiscal
year, the Board of Directors or the special governing com-
mittee shall submit to the Secretary a written review of the
parent training and information program conducted by
such organization during the preceding fiscal year.
SEC. 603. USES OF FUNDS.
Grants received under this title may be used—
132
(1) for parent training and information pro-
grams that assist parents to—
(A) better understand their children’s edu-
cational needs;
(B) provide follow up support for their chil-
dren’s educational achievement;
(C) communicate more effectively with
teachers, counselors, administrators, and other
professional educators and support staff;
(D) participate in the design and provision
of assistance to students who are not making
adequate progress;
(E) obtain information about the range of
options, programs, services, and resources avail-
able at the national, State, and local levels to as-
sist children enrolled in participating schools
and their parents;
(F) seek technical assistance regarding com-
pliance with the requirements of this Act and of
other Federal programs relevant to achieving the
goals of this Act;
(G) participate in State and local decision-
making; and
(H) train other parents;
133
(2) to include State or local educational person-
nel where such participation would further an objec-
tive of the program assisted by the grant; and
(3) to establish a parent training and informa-
tion center to carry out the activities in paragraphs
(1) and (2) and to represent parent interests at the
State level, including participation in the design of
the public outreach process described in section
306(b)(6), submitting recommendations concerning
State standards and plans, and commenting on pro-
posed waivers under this Act.
SEC. 604. TECHNICAL ASSISTANCE.
The Secretary shall provide technical assistance, by
grant or contract, for the establishment, development, and
coordination of parent training and information programs
and centers.
SEC. 605. EXPERIMENTAL CENTERS.
After the establishment in each State of a parent train-
ing and information center, the Secretary shall provide for
the establishment of 5 additional experimental centers, 3
to be located in urban areas and 2 in rural areas where
there are large concentrations of poverty.
SEC. 606. REPORTS.
Not later than June 30, 1995, and not later than June
30 each succeeding year, the Secretary shall obtain data
134
concerning programs and centers assisted under this title,
including—
(1) the number of parents, including the number
of minority and limited-English-proficient parents,
who receive information and training;
(2) the types and modes of information or train-
ing provided; and
(3) the strategies used to reach and serve parents
of minority and limited-English-proficient children
and parents with limited literacy skills.
SEC. 607. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated $5,000,000 for
fiscal year 1994 and such sums as may be necessary for
each of the fiscal years 1995 through 1998.
Amend the title so as to read ‘‘A bill to improve
learning and teaching by providing a national framework
for education reform; to promote the research, consensus
building, and systemic changes needed to ensure equi-
table educational opportunities and high levels of edu-
cational achievement for all students; to provide a frame-
work for reauthorization of all Federal education pro-
grams; to promote the development and adoption of a vol-
untary national system of skill standards and certifi-
cations; and for other purposes.’’.
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