H. R. 6—112
‘‘(iii) Bilingual Education Programs under part A
of title VII.
‘‘(iv) Programs under the Women’s Educational
Equity Act of 1994.
‘‘(v) Programs under title III of the Goals 2000:
Educate America Act.
‘‘(vi) Programs that are related to the purposes
of this Act that are administered by other Federal
agencies, including the National Science Foundation,
the National Endowment for the Humanities, the
National Endowment for the Arts, the Institute of
Museum Services, and the Department of Energy.
‘‘(vii) Programs under the Individuals with Disabil-
ities Education Act.
‘‘(2) SPECIAL RULE.—A local educational agency may meet
the requirement of subsection (a) through contributions
described in paragraph (1) that are provided in cash or in
kind, fairly evaluated.
‘‘(c) WAIVER.—The State educational agency may approve an
application which has not fully met the requirements of subsection
(a) and waive the requirements of subsection (a) if a local edu-
cational agency can demonstrate that such agency is unable to
meet the requirements of subsection (a) due to economic hardship
and that compliance with such requirements would preclude such
agency’s participation in the program.
‘‘SEC. 2210. LOCAL ALLOCATION OF FUNDS AND ALLOWABLE ACTIVI-
TIES.
‘‘(a) LOCAL ALLOCATION
OF FUNDS.—Each local educational
agency that receives funds under this part for any fiscal year—
‘‘(1) shall use not less than 80 percent of such funds for
professional development of teachers, and, where appropriate,
administrators, and, where appropriate, pupil services person-
nel, parents, and other staff of individual schools in a manner
that—
‘‘(A) is determined by such teachers and staff;
‘‘(B) to the extent practicable, takes place at the
individual school site; and
‘‘(C) is consistent with the local educational agency’s
application under section 2208, any school plan under part
A of title I, and any other plan for professional development
carried out with Federal, State, or local funds that empha-
sizes sustained, ongoing activities; and
‘‘(2) may use not more than 20 percent of such funds
for school district-level professional development activities,
including, where appropriate, the participation of administra-
tors, policymakers, and parents, if such activities directly sup-
port instructional personnel.
‘‘(b) AUTHORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—Each local educational agency and school
that receives funds under this part shall use such funds for
activities that give teachers and administrators the knowledge
and skills to provide students with the opportunity to meet
challenging State or local content standards and student
performance standards.
‘‘(2) PROFESSIONAL DEVELOPMENT ACTIVITIES.—Professional
development activities funded under this part shall—
H. R. 6—113
‘‘(A) be tied to challenging State content standards
or challenging local content standards, and challenging
State student performance standards or challenging local
student performance standards;
‘‘(B) take into account recent research on teaching and
learning;
‘‘(C) provide professional development which incor-
porates effective strategies, techniques, methods, and prac-
tices for meeting the educational needs of diverse groups
of students, including girls and women, minorities, individ-
uals with disabilities, limited English proficient individuals,
and economically disadvantaged individuals;
‘‘(D) include strong academic content and pedagogical
components; and
‘‘(E) be of sufficient intensity and duration to have
a positive and lasting impact on the teacher’s performance
in the classroom.
‘‘(3) ACTIVITIES.—Funds under this part may be used for
professional development activities such as—
‘‘(A) professional development for teams of teachers,
and, where appropriate, administrators, pupil services
personnel, or other staff from individual schools, to support
teaching consistent with challenging State content stand-
ards and challenging State student performance standards;
‘‘(B) support and time, which in the case of teachers
may include release time with pay, for teachers, and, where
appropriate, pupil services personnel and other school staff
to enable such teachers, personnel, and staff to participate
in professional development in the core academic subjects
that are offered through professional associations, univer-
sities, community-based organizations, and other providers,
such as educational partnership organizations, science cen-
ters, and museums;
‘‘(C) activities that provide followup for teachers who
have participated in professional development activities
that are designed to ensure that the knowledge and skills
learned by the teacher are implemented in the classroom;
‘‘(D) support for partnerships between schools, consor-
tia of schools, or local educational agencies, and institutions
of higher education, including schools of education, which
partnerships shall encourage—
‘‘(i) teachers to participate in intensive, ongoing
professional development programs, both academic and
pedagogical, at institutions of higher education; and
‘‘(ii) students at institutions of higher education
studying to become teachers to have direct, practical
experience at schools;
‘‘(E) the establishment and maintenance of local profes-
sional networks that provide a forum for interaction among
teachers and that allow exchange of information on
advances in content and pedagogy;
‘‘(F) preparing teachers in the effective use of edu-
cational technology and assistive technology as instruc-
tional tools for increasing student understanding of the
core academic subjects;
‘‘(G) professional development to enable teachers, and,
where appropriate, pupil services personnel and other
H. R. 6—114
school staff, to ensure that girls and young women, minori-
ties, limited English proficient students, individuals with
disabilities, and the economically disadvantaged have full
opportunity to achieve the challenging State content stand-
ards and challenging State student performance standards
in the core academic subjects;
‘‘(H) professional development and recruitment activi-
ties designed—
‘‘(i) to increase the number of minorities, individ-
uals with disabilities, and females teaching in the core
academic subjects in which such individuals are
underrepresented; and
‘‘(ii) to increase the numbers of women and mem-
bers of other underrepresented groups who are science
and mathematics teachers, through such programs as
career ladder programs that assist educational para-
professionals to obtain teaching credentials in the core
academic subjects;
‘‘(I) providing financial or other incentives for teachers
to become certified by nationally recognized professional
teacher enhancement programs;
‘‘(J) support and time for teachers, and, where appro-
priate, pupil services personnel, and other school staff to
learn and implement effective collaboration for the instruc-
tion of children with disabilities in the core academic sub-
ject areas;
‘‘(K) preparing teachers, and, where appropriate, pupil
services personnel to work with parents and families on
fostering student achievement in the core academic sub-
jects;
‘‘(L) professional development activities and other sup-
port for new teachers as such teachers move into the class-
room to provide such teachers with practical support and
to increase the retention of such teachers;
‘‘(M) professional development for teachers, parents,
early childhood educators, administrators, and other staff
to support activities and services related to preschool
transition programs to raise student performance in the
core academic subjects;
‘‘(N) professional development activities to train teach-
ers in innovative instructional methodologies designed to
meet the diverse learning needs of individual students,
including methodologies which integrate academic and
vocational learning and applied learning, interactive and
interdisciplinary team teaching, and other alternative
teaching strategies such as service learning, experiential
learning, career-related education, and environmental edu-
cation, that integrate real world applications into the core
academic subjects;
‘‘(O) developing professional development strategies
and programs to more effectively involve parents in helping
their children achieve in the core academic subjects;
‘‘(P) professional development activities designed to
increase the number of women and other underrepresented
groups in the administration of schools; and
‘‘(Q) release time with pay for teachers.
H. R. 6—115
‘‘SEC. 2211. HIGHER EDUCATION ACTIVITIES.
‘‘(a) ACTIVITIES.—
‘‘(1) IN
GENERAL.—From amounts made available under
section 2203(2), the State agency for higher education, working
in conjunction with the State educational agency (if such agen-
cies are separate), shall make grants to, or enter into contracts
or cooperative agreements with, institutions of higher education
and nonprofit organizations of demonstrated effectiveness,
including museums and educational partnership organizations,
which must work in conjunction with a local educational agency,
consortium of local educational agencies, or schools, for—
‘‘(A) professional development activities in the core aca-
demic subjects that contribute to the State plan for profes-
sional development;
‘‘(B) developing and providing assistance to local edu-
cational agencies, and the teachers and staff of each such
agency, for sustained, high-quality professional develop-
ment activities; and
‘‘(C) improving teacher education programs in order
to promote further innovation in teacher education pro-
grams within an institution of higher education and to
better meet the needs of the local educational agencies
for well-prepared teachers.
‘‘(2) COMPETITIVE BASIS.—Each grant, contract, or coopera-
tive agreement described in paragraph (1) shall be awarded
on a competitive basis.
‘‘(3) SPECIAL RULE.—No institution of higher education may
receive assistance under (a)(1) of this subsection unless the
institution enters into an agreement with a local educational
agency, or consortium of such agencies, to provide sustained,
high-quality professional development for the elementary and
secondary school teachers in the schools of each such agency.
‘‘(4) JOINT EFFORTS.—Each activity assisted under this sec-
tion, where applicable, shall involve the joint effort of the
institution of higher education’s school or department of edu-
cation, if any, and the schools or departments in the specific
disciplines in which such professional development will be pro-
vided.
‘‘(b) ALLOWABLE ACTIVITIES.—A recipient of funds under this
section shall use such funds for—
‘‘(1) sustained and intensive high-quality professional devel-
opment for teams of teachers, or teachers, and, where appro-
priate, pupil services personnel and administrators from
individual schools or school districts;
‘‘(2) other sustained and intensive professional development
activities related to achievement of the State plan for profes-
sional development; and
‘‘(3) preservice training activities.
‘‘(c) PARTNERSHIPS.—Each institution of higher education receiv-
ing a grant under this section may also enter into a partnership
with a private industry, museum, library, educational television
station, or public or private nonprofit organization of demonstrated
experience to carry out professional development activities assisted
under this section.
H. R. 6—116
‘‘PART C—PROFESSIONAL DEVELOPMENT
DEMONSTRATION PROJECT
‘‘SEC. 2301. FINDINGS AND PURPOSE.
‘‘(a) FINDINGS.—The Congress finds that—
‘‘(1) underlying the standards-driven framework of the
Goals 2000: Educate America Act and the high academic stand-
ards for eligible students under title I is a widespread need
to prepare teachers to teach to higher standards;
‘‘(2) prospective and current teachers need knowledge and
skills beyond what such teachers currently possess;
‘‘(3) while both the Goals 2000: Educate America Act and
titles I and II of this Act have extensive references to profes-
sional development of teachers, there are no provisions to incor-
porate ‘on-the-ground’ planning and implementation to serve
as models for local educational agencies across the Nation;
and
‘‘(4) better prepared teachers can lead to improved student
achievement, especially for students who are furthest from
reaching high standards.
‘‘(b) PURPOSE.—It is the purpose of this part—
‘‘(1) to address the need for professional development with
a primary focus on teachers;
‘‘(2) to provide both prospective teachers and current teach-
ers opportunities to learn both the content and the pedagogy
needed to teach to high standards; and
‘‘(3) to build models, in a few cities and States, that dem-
onstrate new organizational arrangements and deep invest-
ments in teachers necessary to better prepare teachers for
new standards and assessments.
‘‘SEC. 2302. DEMONSTRATION PROGRAM AUTHORIZED.
‘‘(a) GENERAL AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary shall carry out a dem-
onstration project under which the Secretary awards grants
in accordance with this part to eligible partnerships to enable
such partnerships to plan and implement professional develop-
ment programs.
‘‘(2) PROGRAM REQUIREMENTS.—The programs described in
paragraph (1)—
‘‘(A) shall focus on increasing teachers’ knowledge and
understanding of content by providing teachers opportuni-
ties to improve their knowledge and to improve their class-
room practice in order to help students meet high academic
standards;
‘‘(B) shall include teachers at all career stages, from
student teachers or interns through senior team leaders
or department chairs; and
‘‘(C) may incorporate professional development for prin-
cipals, pupil services personnel, aides, other school-based
staff, and parents.
‘‘(b) ELIGIBLE PARTNERSHIPS.—For the purpose of this part,
the term ‘eligible partnership’ means a partnership consisting of—
‘‘(1) a local educational agency, a subunit of such agency,
or a consortium of such agencies, in which not less than 50
percent of the schools served by such agency, subunit, or consor-
H. R. 6—117
tium are eligible to participate in schoolwide programs under
section 1114; or
‘‘(2) other partners that—
‘‘(A) shall include, at a minimum, a teachers’ union
(if appropriate), one or more institutions of higher edu-
cation which may include faculty from schools of education
and faculty from schools of arts and sciences, and a local
parent or community council; and
‘‘(B) may include a business partner or a nonprofit
organization with a demonstrated record in staff develop-
ment.
‘‘SEC. 2303. GRANTS.
‘‘(a) AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary shall award grants for
planning, and grants for the implementation of, professional
development programs under this part.
‘‘(2) DISTRIBUTION.—The Secretary shall award not less
than 75 percent of the funds available for grants under this
part to eligible partnerships serving the schools with the great-
est number of poor students. To the extent possible, such grants
shall be awarded to eligible partnerships serving both rural
and urban school districts and in a manner that reflects
geographic and racial diversity.
‘‘(3) NUMBER OF GRANTS.—In the first year that the Sec-
retary awards grants under this part, the Secretary shall award
at least twice as many planning grants as implementation
grants in order to receive well-developed plans for long-term
funding under this part.
‘‘(b) GRANT REQUIREMENTS.—
‘‘(1) DURATION.—The Secretary shall award—
‘‘(A) planning grants under this part for a period of
not less than six months and not more than nine months;
and
‘‘(B) implementation grants under this part for a period
of four fiscal years.
‘‘(2) AMOUNT.—The Secretary shall award grants under
this part in an amount determined on the basis of the size
of the program and the level of investment the eligible partner-
ship is making in teacher development in the area served
by the eligible partnership, including local, State, and Federal
funds and existing higher education resources, except that no
grant under this part shall exceed $500,000 in any one fiscal
year.
‘‘SEC. 2304. PLAN.
‘‘Each eligible partnership desiring assistance under this part
shall develop a plan for the program to be assisted under this
part. Such plan shall—
‘‘(1) identify clearly how such plan will support an overall
systemic reform strategy giving special attention to the role
of teacher preparation for new standards and assessment;
‘‘(2) describe the eligible partnership’s instructional objec-
tives and how the professional development activities will sup-
port such objectives;
‘‘(3) specify the organizational arrangements and delivery
strategies to be used, such as teacher centers, professional
H. R. 6—118
development schools, teacher networks, and academic alliances,
as well as the curriculum for teachers;
‘‘(4) specify the commitments the local educational agencies,
teacher’s union, institutions of higher education, or any other
entity participating in such partnership are prepared to make,
not only to support program activities such as release time,
contractual flexibility, support for interns or student teachers
if applicable, but also to sustain the central aspects of the
plan after the expiration of the grant; and
‘‘(5) describe how the activities described under this part
will lead to districtwide policy and budget changes.
‘‘SEC. 2305. TECHNICAL ASSISTANCE.
‘‘The Secretary is authorized to enter into an arrangement
with an intermediary organization to enable such organization to
provide technical assistance to eligible partnerships receiving assist-
ance under this part.
‘‘SEC. 2306. MATCHING FUNDS.
‘‘The Secretary shall give special priority to awarding grants
under this part to eligible partnerships that demonstrate such
partnership’s ability to raise matching funds from private sources.
‘‘PART D—GENERAL PROVISIONS
‘‘SEC. 2401. REPORTING AND ACCOUNTABILITY.
‘‘(a) STATES.—Each State that receives funds under this part
shall submit a report to the Secretary every three years, beginning
with fiscal year 1997, on the State’s progress toward the perform-
ance indicators identified in such State’s plan, as well as on the
effectiveness of State and local activities assisted under this part.
‘‘(b) LOCAL EDUCATIONAL AGENCIES.—Each local educational
agency that receives funds under this part shall submit a report
to the State every three years, beginning with fiscal year 1997,
regarding the progress of such agency toward performance indica-
tors identified in such agency’s local plan, as well as on the effective-
ness of such agency’s activities under this part.
‘‘(c) FEDERAL EVALUATION.—The Secretary shall report to the
President and the Congress on the effectiveness of programs and
activities assisted under this part in accordance with section 14701.
‘‘(d) PROHIBITION ON FUNDS BEING USED FOR CONSTRUCTION
OR RENOVATION.—Funds received under this part shall not be used
for construction or renovation of buildings, rooms, or any other
facilities.
‘‘SEC. 2402. DEFINITIONS.
‘‘As used in this part—
‘‘(1) the term ‘core academic subjects’ means those subjects
listed in the State plan under title III of the Goals 2000:
Educate America Act or under the third National Education
Goal as set forth in section 102(3) of such Act;
‘‘(2) the term ‘performance indicators’ means measures of
specific outcomes that the State or local educational agency
identifies as assessing progress toward the goal of ensuring
that all teachers have the knowledge and skills necessary to
assist their students to meet challenging State content stand-
ards and challenging State student performance standards in
the core academic subjects, such as—
H. R. 6—119
‘‘(A) the degree to which licensure requirements are
tied to challenging State content standards and challenging
State student performance standards;
‘‘(B) specific increases in the number of elementary
and secondary teachers with strong content backgrounds
in the core academic subjects;
‘‘(C) incorporating effective strategies, techniques,
methods, and practices for meeting the educational needs
of diverse students, including females, minorities, individ-
uals with disabilities, limited English proficient individuals,
and economically disadvantaged individuals, in order to
ensure that all students have the opportunity to achieve
challenging student performance standards;
‘‘(D) specific increases in the number of teachers who
are certified by the National Board for Professional Teach-
ing Standards or other nationally recognized professional
teacher enhancement organizations; and
‘‘(E) specific increases in the number of teachers
licensed in each core academic subject;
‘‘(3) the term ‘sustained and intensive high-quality profes-
sional development’ means professional development activities
that—
‘‘(A) are tied to challenging State content standards,
challenging State student performance standards, vol-
untary national content standards or voluntary national
student performance standards;
‘‘(B) reflect up-to-date research in teaching and learn-
ing and include integrated content and pedagogical compo-
nents appropriate for students with diverse learning needs;
‘‘(C) incorporate effective strategies, techniques, meth-
ods, and practices for meeting the educational needs of
diverse students, including females, minorities, individuals
with disabilities, limited English proficient individuals, and
economically disadvantaged individuals, in order to ensure
that all students have the opportunity to achieve challeng-
ing student performance standards;
‘‘(D) are of sufficient intensity and duration to have
a positive and lasting impact on the teacher’s performance
in the classroom or the administrator’s performance on
the job; and
‘‘(E) recognize teachers as an important source of
knowledge that should inform and help shape professional
development; and
‘‘(4) the term ‘local’, when used with respect to standards,
means challenging content and student performance standards
in the core academic subjects (in addition to challenging State
content and student performance standards approved by the
State for title I).
‘‘TITLE III—TECHNOLOGY FOR
EDUCATION
‘‘SEC. 3101. SHORT TITLE.
‘‘This title may be cited as the ‘Technology for Education Act
of 1994’.
H. R. 6—120
‘‘PART A—TECHNOLOGY FOR EDUCATION OF
ALL STUDENTS
‘‘SEC. 3111. FINDINGS.
‘‘The Congress finds that—
‘‘(1) technology can produce far greater opportunities for
all students to learn to high standards, promote efficiency and
effectiveness in education, and help propel our Nation’s school
systems into very immediate and dramatic reform, without
which our Nation will not meet the National Education Goals
by the target year 2000;
‘‘(2) the use of technology as a tool in the teaching and
learning process is essential to the development and mainte-
nance of a technologically literate citizenry and an internation-
ally competitive workforce;
‘‘(3) the acquisition and use of technology in education
throughout the United States has been inhibited by—
‘‘(A) the absence of Federal leadership;
‘‘(B) the inability of many State and local educational
agencies to invest in and support needed technologies;
‘‘(C) the limited exposure of students and teachers
to the power of technology as a cost-effective tool to improve
student learning and achievement;
‘‘(D) the lack of appropriate electrical and telephone
connections in the classroom; and
‘‘(E) the limited availability of appropriate technology-
enhanced curriculum, instruction, professional develop-
ment, and administrative support resources and services
in the educational marketplace;
‘‘(4) policies at the Federal, State, and local levels concern-
ing technology in education must address disparities in the
availability of technology to different groups of students, give
priority to serving students in greatest need, and recognize
that educational telecommunications and technology can
address 
educational 
equalization 
concerns 
and 
school
restructuring needs by providing universal access to high-qual-
ity teaching and programs, particularly in urban and rural
areas;
‘‘(5) the increasing use of new technologies and tele-
communications systems in business has increased the gap
between schooling and work force preparation, and underscores
the need for technology policies at the Federal, State, tribal,
and local levels that address preparation for school-to-work
transitions;
‘‘(6) technology can enhance the ongoing professional devel-
opment of teachers and administrators by providing constant
access to updated research in teaching and learning by means
of telecommunications, and, through exposure to technology
advancements, keep teachers and administrators excited and
knowledgeable about unfolding opportunities for the classroom;
‘‘(7) planned and creative uses of technology, combined
with teachers adequately trained in the use of technology,
can reshape our Nation’s traditional method of providing edu-
cation and empower teachers to create an environment in which
students are challenged through rigorous, rich classroom
instruction provided at a pace suited to each student’s learning
H. R. 6—121
style, and in which students have increased opportunities to
develop higher order thinking and technical skills;
‘‘(8) schools need new ways of financing the acquisition
and maintenance of educational technology;
‘‘(9) the needs for educational technology differ from State
to State;
‘‘(10) technology can provide students, parents, teachers,
other education professionals, communities, and industry with
increased opportunities for partnerships and with increased
access to information, instruction, and educational services in
schools and other settings, including homes, libraries, preschool
and child-care facilities, adult and family education programs,
and postsecondary institutions;
‘‘(11) the Department, consistent with the overall national
technology policy established by the President, must assume
a vital leadership and coordinating role in developing the
national vision and strategy to infuse advanced technology
throughout all educational programs;
‘‘(12) Federal support can ease the burden at the State
and local levels by enabling the acquisition of advanced tech-
nology and initiating the development of teacher training and
support as well as new educational products;
‘‘(13) leadership at the Federal level should consider guide-
lines to ensure that educational technology is accessible to
all users with maximum interoperability nationwide;
‘‘(14) the rapidly changing nature of technology requires
coordination and flexibility in Federal leadership; and
‘‘(15) technology has the potential to assist and support
the improvement of teaching and learning in schools and other
settings.
‘‘SEC. 3112. STATEMENT OF PURPOSE.
‘‘The purpose of this part is to support a comprehensive system
for the acquisition and use by elementary and secondary schools
in the United States of technology and technology-enhanced curric-
ula, instruction, and administrative support resources and services
to improve the delivery of educational services. Such system shall
include—
‘‘(1) national leadership with respect to the need for, and
the provision of, appropriate technology-enhanced curriculum,
instruction, and administrative programs to improve learning
in the United States, and to promote equal access for all stu-
dents to educational opportunities in order to achieve the
National Education Goals by the year 2000;
‘‘(2) funding mechanisms which will support the develop-
ment, interconnection, implementation, improvement, and
maintenance of an effective educational technology infrastruc-
ture, including activities undertaken by State and local edu-
cational agencies to promote and provide equipment, training
for teachers and school library and media personnel, and tech-
nical support;
‘‘(3) support for technical assistance, professional develop-
ment, information and resource dissemination, in order to help
States, local educational agencies, teachers, school library and
media personnel, and administrators successfully integrate
technology into kindergarten through 12th grade classrooms
and library media centers;
H. R. 6—122
‘‘(4) support for the development of educational and instruc-
tional programming in core subject areas, which shall address
the National Education Goals;
‘‘(5) strengthening and building upon, but not duplicating,
existing telecommunications infrastructures dedicated to edu-
cational purposes;
‘‘(6) development and evaluation of new and emerging edu-
cational technologies, telecommunications networks, and state-
of-the-art educational technology products that promote the
use of advanced technologies in the classroom and school library
media center;
‘‘(7) assessment data regarding state-of-the-art uses of tech-
nologies in United States education upon which commercial
and noncommercial telecommunications entities, and govern-
ments can rely for decisionmaking about the need for, and
provision of, appropriate technologies for education in the
United States;
‘‘(8) ensuring that uses of educational technology are
consistent with the overall national technology policy estab-
lished by the President, and ensuring that Federal technology-
related policies and programs will facilitate the use of
technology in education;
‘‘(9) ensuring that activities supported under this part will
form the basis for sound State and local decisions about invest-
ing in, sustaining, and expanding uses of technology in edu-
cation;
‘‘(10) establishing working guidelines to ensure maximum
interoperability nationwide and ease of access for the emerging
technologies so that no school system will be excluded from
the technological revolution;
‘‘(11) ensuring that, as technological advances are made,
the educational uses of these advances are considered and
their applications are developed; and
‘‘(12) encouragement of collaborative relationships among
the State agency for higher education, the State library
administrative agency, the State telecommunications agency,
and the State educational agency, in the area of technology
support to strengthen the system of education.
‘‘SEC. 3113. DEFINITIONS.
‘‘For purposes of this title—
‘‘(1) the term ‘adult education’ has the same meaning given
such term by section 312 of the Adult Education Act;
‘‘(2) the term ‘all students’ means students from a broad
range of backgrounds and circumstances, including disadvan-
taged students, students with diverse racial, ethnic, and cul-
tural backgrounds, students with disabilities, students with
limited English proficiency, students who have dropped out
of school, and academically talented students;
‘‘(3) the term ‘information infrastructure’ means a network
of communication systems designed to exchange information
among all citizens and residents of the United States;
‘‘(4) the term ‘instructional programming’ means the full
range of audio and video data, text, graphics, or additional
state-of-the-art communications, including multimedia based
resources distributed through interactive, command and con-
H. R. 6—123
trol, or passive methods for the purpose of education and
instruction;
‘‘(5) the terms ‘interoperable’ and ‘interoperability’ mean
the ability to exchange easily data with, and connect to, other
hardware and software in order to provide the greatest acces-
sibility for all students and other users;
‘‘(6) the term ‘Office’ means the Office of Educational Tech-
nology;
‘‘(7) the term ‘public telecommunications entity’ has the
same meaning given to such term by section 397(12) of the
Communications Act of 1934;
‘‘(8) the term ‘regional educational laboratory’ means a
regional educational laboratory supported under section 941(h)
of the Educational, Research, Development, Dissemination, and
Improvement Act of 1994;
‘‘(9) the term ‘State educational agency’ includes the Bureau
of Indian Affairs for purposes of serving schools funded by
the Bureau of Indian Affairs in accordance with this part;
‘‘(10) the term ‘State library administrative agency’ has
the same meaning given to such term in section 3 of the
Library Services and Construction Act; and
‘‘(11) the term ‘technology’ means state-of-the-art tech-
nology products and services, such as closed circuit television
systems, educational television and radio programs and serv-
ices, cable television, satellite, copper and fiber optic trans-
mission, computer hardware and software, video and audio
laser and CD-ROM discs, and video and audio tapes.
‘‘SEC. 3114. AUTHORIZATION OF APPROPRIATIONS; FUNDING RULE.
‘‘(a) AUTHORIZATION OF APPROPRIATIONS.—
‘‘(1) SUBPARTS 1, 2, AND 3.—There are authorized to be
appropriated $200,000,000 for fiscal year 1995 and such sums
as may be necessary for each of the four succeeding fiscal
years to carry out subparts 1, 2, and 3, of which—
‘‘(A)(i) $3,000,000 shall be available to carry out sub-
part 1 (National Programs for Technology in Education)
for any such year for which the amount appropriated under
this subsection is less than $75,000,000; and
‘‘(ii) $5,000,000 shall be available to carry out subpart
1 for any such year for which the amount appropriated
under this subsection is equal to or greater than
$75,000,000;
‘‘(B) $10,000,000 shall be available to carry out subpart
3 (Regional Technical Support and Professional Develop-
ment) for each such year; and
‘‘(C) the remainder shall be available to carry out sub-
part 2 (State and Local Programs for School Technology
Resources) for each such year.
‘‘(2) SUBPART 4.—For the purpose of carrying out subpart
4, there are authorized to be appropriated $50,000,000 for
fiscal year 1995 and such sums as may be necessary for each
of the four succeeding fiscal years.
‘‘(b) FUNDING RULE.—
‘‘(1) APPROPRIATIONS OF LESS THAN $75,000,000.—For any
fiscal year for which the amount appropriated under subsection
(a)(1) is less than $75,000,000, from the remainder of funds
made available under subsection (a)(1)(C) the Secretary shall
H. R. 6—124
award grants for the National Challenge Grants in accordance
with section 3136.
‘‘(2) 
APPROPRIATIONS
EQUAL
TO
OR
GREATER
THAN
$75,000,000.—For any fiscal year for which the amount appro-
priated under subsection (a)(1) is equal to or greater than
$75,000,000, from the remainder of funds made available under
subsection (a)(1)(C) the Secretary shall award grants to State
educational agencies from allotments under section 3131, except
that the Secretary may reserve, from such remainder, such
funds as the Secretary determines necessary to meet outstand-
ing obligations for such fiscal year to continue the National
Challenge Grants for Technology awarded under section 3136.
‘‘SEC. 3115. LIMITATION ON COSTS.
‘‘Not more than 5 percent of the funds under this part that
are made available to a recipient of funds under this part for
any fiscal year may be used by such recipient for administrative
costs or technical assistance.
‘‘Subpart 1—National Programs for Technology in
Education
‘‘SEC. 3121. NATIONAL LONG-RANGE TECHNOLOGY PLAN.
‘‘(a) IN GENERAL.—The Secretary shall develop and publish
not later than 12 months after the date of the enactment of the
Improving America’s Schools Act of 1994, and update when the
Secretary determines appropriate, a national long-range plan that
supports the overall national technology policy and carries out
the purposes of this part.
‘‘(b) PLAN REQUIREMENTS.—The Secretary shall—
‘‘(1) develop the national long-range plan in consultation
with other Federal departments or agencies, State and local
education practitioners and policymakers, experts in technology
and the applications of technology to education, representatives
of distance learning consortia, representatives of telecommuni-
cations partnerships receiving assistance under the Star
Schools Act, and providers of technology services and products;
‘‘(2) transmit such plan to the President and to the appro-
priate committees of the Congress; and
‘‘(3) publish such plan in a form that is readily accessible
to the public.
‘‘(c) CONTENTS OF THE PLAN.—The national long-range plan
shall describe the Secretary’s activities to promote the purposes
of this title, including—
‘‘(1) how the Secretary will encourage the effective use
of technology to provide all students the opportunity to achieve
State content standards and State student performance stand-
ards, especially through programs administered by the Depart-
ment;
‘‘(2) joint activities in support of the overall national tech-
nology policy with other Federal departments or agencies, such
as the Office of Science and Technology Policy, the National
Endowment for the Humanities, the National Endowment for
the Arts, the National Institute for Literacy, the National Aero-
nautics and Space Administration, the National Science
Foundation, the Bureau of Indian Affairs, and the Departments
H. R. 6—125
of Commerce, Energy, Health and Human Services, and
Labor—
‘‘(A) to promote the use of technology in education,
training, and lifelong learning, including plans for the edu-
cational uses of a national information infrastructure; and
‘‘(B) to ensure that the policies and programs of such
departments or agencies facilitate the use of technology
for educational purposes, to the extent feasible;
‘‘(3) how the Secretary will work with educators, State
and local educational agencies, and appropriate representatives
of the private sector to facilitate the effective use of technology
in education;
‘‘(4) how the Secretary will promote—
‘‘(A) higher achievement of all students through the
integration of technology into the curriculum;
‘‘(B) increased access to the benefits of technology for
teaching and learning for schools with a high number or
percentage of children from low-income families;
‘‘(C) the use of technology to assist in the implementa-
tion of State systemic reform strategies;
‘‘(D) the application of technological advances to use
in education;
‘‘(E) increased access to high quality adult and family
education services through the use of technology for instruc-
tion and professional development; and
‘‘(F) increased opportunities for the professional devel-
opment of teachers in the use of new technologies;
‘‘(5) how the Secretary will determine, in consultation with
appropriate individuals, organizations, industries, and agencies,
the feasibility and desirability of establishing guidelines to
facilitate an easy exchange of data and effective use of tech-
nology in education;
‘‘(6) how the Secretary will promote the exchange of
information among States, local educational agencies, schools,
consortia, and other entities concerning the effective use of
technology in education;
‘‘(7) how the Secretary will utilize the outcomes of the
evaluation undertaken pursuant to section 3123 to promote
the purposes of this part; and
‘‘(8) the Secretary’s long-range measurable goals and objec-
tives relating to the purposes of this part.
‘‘SEC. 3122. FEDERAL LEADERSHIP.
‘‘(a) PROGRAM AUTHORIZED.—In order to provide Federal leader-
ship in promoting the use of technology in education, the Secretary,
in consultation with the National Science Foundation, the Depart-
ment of Commerce, the United States National Commission on
Libraries and Information Sciences, and other appropriate Federal
agencies, may carry out activities designed to achieve the purposes
of this part directly or by awarding grants or contracts competitively
and pursuant to a peer review process to, or entering into contracts
with, State educational agencies, local educational agencies, institu-
tions of higher education, or other public and private nonprofit
or for-profit agencies and organizations.
‘‘(b) ASSISTANCE.—
‘‘(1) IN GENERAL.—The Secretary shall provide assistance
to the States to enable such States to plan effectively for