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‘‘(iv) significantly upgrading the qual-
ity of the curriculum and instruction by
providing staff in participating schools
with substantial opportunities for profes-
sional development;
‘‘(v) coordinating services provided
under all parts of this title with each other,
with other educational and pupil services,
including preschool services, and, to the ex-
tent feasible, with health and social service
programs funded from other sources;
‘‘(vi) affording parents of children
served under this title meaningful opportu-
nities to participate in the education of
their children at home and at school;
‘‘(vii) distributing resources to areas
where needs are greatest;
‘‘(viii) improving accountability, as
well as teaching and learning, by making
assessments under this title congruent with
State assessment systems; and
‘‘(ix) providing greater decisionmaking
authority and flexibility to schools in ex-
change for greater responsibility for student
performance.
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‘‘(3) NAEP INFORMATION.—Where feasible, the
Secretary shall use information gathered by the Na-
tional Assessment of Educational Progress in carry-
ing out this subsection.
‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit an interim report summarizing
the preliminary findings of the assessment to the
President and the appropriate committees of the Con-
gress and a final report of the findings of the assess-
ment by January 1, 1998.
‘‘(b) STUDIES AND DATA COLLECTION.—
‘‘(1) IN GENERAL.—The Secretary may collect
such data, as necessary, at the State, local, and school
levels and conduct studies and evaluations, including
national studies and evaluations, to assess on an on-
going basis the effectiveness of programs under this
title and to report on such effectiveness on a periodic
basis.
‘‘(2) MINIMUM INFORMATION.—At a minimum,
the Secretary shall collect trend information on the ef-
fect of programs under this title. Such data shall com-
plement the data collected and reported under sub-
sections (a) and (c).
‘‘(c) NATIONAL LONGITUDINAL STUDY.—
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‘‘(1) IN
GENERAL.—The Secretary shall carry
out an ongoing evaluation of the program assisted
under part A of title I in order to provide the public,
the Congress, and educators involved in such pro-
gram, an accurate description of the short- and long-
term effectiveness of such program and to provide in-
formation that can be used to improve such program’s
effectiveness in enabling students to meet high State
content standards and State student performance
standards, graduate from secondary school, and make
successful transitions to postsecondary education and
work. Such evaluation shall—
‘‘(A) have a longitudinal design that tracks
cohorts of students within schools of differing
poverty concentrations for at least 3 years which,
when the cohorts are taken as a whole, provides
a picture of such program’s effectiveness over the
elementary and secondary grades;
‘‘(B) be separate and independent from
State and local assessments and evaluations re-
quired under this part and consistent with meas-
uring the achievement of students to relative to
high State content standards and State student
performance standards;
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‘‘(C) utilize the highest available content
standards that are generally accepted as na-
tional in scope;
‘‘(D) provide information on all students,
students served under this part, and, if funds are
sufficient, information on students from low-in-
come families, limited-English proficient stu-
dents, and students with disabilities; and
‘‘(E) when feasible, collect, cross-tabulate,
and report data by sex within race or ethnicity
and socioeconomic status.
‘‘(2) USE.—The Secretary shall use the results of
the evaluation described in paragraph (1) as part of
the national assessment required by subsection (a)
and shall report the data from such evaluation to the
Congress and the public at least as frequently as re-
ports are made under subsection (a)(4).
‘‘(d) DEVELOPMENTALLY APPROPRIATE MEASURES.—
In conducting the national assessment under subsection (a)
and the national longitudinal study under subsection (b),
the Secretary shall use developmentally appropriate meas-
ures to assess student performance and progress.
‘‘(e) STUDY ON ESTIMATING STATE CHILD POVERTY
COUNTS.—The Secretary shall—
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‘‘(1) conduct a study to determine whether a fea-
sible method exists for producing reliable estimates,
between decennial census counts, of the number of
school-aged children living in poverty by State in
each of the 50 States, the District of Columbia, and
the Commonwealth of Puerto Rico; and
‘‘(2) use such a method, if one exists, to provide
the Congress with such estimates.
‘‘SEC. 1602. DEMONSTRATIONS OF INNOVATIVE PRACTICES.
‘‘(a) 
DEMONSTRATION
PROGRAMS
TO
IMPROVE
ACHIEVEMENT.—
‘‘(1) IN
GENERAL.—From the funds appro-
priated for any fiscal year under section 1002(g)(2),
the Secretary may make grants to State educational
agencies, local educational agencies, other public
agencies, nonprofit organizations, and consortia of
such entities to carry out demonstration projects that
show the most promise of enabling children served
under this title to meet challenging State content
standards and challenging State student performance
standards. Such projects shall include promising
strategies such as—
‘‘(A) accelerated curricula, the application
of new technologies to improve teaching and
learning, extended learning time, and a safe and
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enriched full-day environment for children to
provide children the opportunity to reach such
standards;
‘‘(B) coordinated pupil services programs;
‘‘(C) integration of education services with
each other and with health, family, and other so-
cial services, particularly in empowerment zones
and enterprise communities;
‘‘(D) effective approaches to whole school re-
form;
‘‘(E) programs that have been especially ef-
fective with limited-English proficient children,
migratory children and other highly mobile stu-
dents, children leaving institutions for neglected
or delinquent children and returning to school,
and homeless children and youth;
‘‘(F) programs which are especially effective
in recruiting, inducting and retaining highly
qualified teachers for service in schools with low
student achievement; and
‘‘(G) programs that are built upon partner-
ships developed between elementary and middle
schools, employers, and the community which
emphasize the integration of high quality aca-
demic and vocational learning, stress excellence
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and high expectations for success in core aca-
demic subjects, instill responsibility, decision-
making, problem solving, interpersonal skills,
and other competencies in students, and make
school relevant to the workplace and the commu-
nity, through applied and interactive teaching
methodologies, team teaching strategies, learning
opportunities connecting school, the workplace,
and the community, and career exploration,
awareness, and career guidance opportunities.
‘‘(2) EVALUATION.—The Secretary shall evaluate
the demonstration projects supported under this title,
using rigorous methodological designs and techniques,
including control groups and random assignment, to
the extent feasible, to produce reliable evidence of ef-
fectiveness.
‘‘(b) 
PARTNERSHIPS.—From 
funds 
appropriated
under section 1002(g)(2) for any fiscal year, the Secretary
may, directly or through grants or contracts, work in part-
nership with State educational agencies, local educational
agencies, other public agencies, and nonprofit organizations
to disseminate and use the highest quality research and
knowledge about effective practices to improve the quality
of teaching and learning in schools assisted under this title.
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‘‘PART G—GENERAL PROVISIONS
‘‘SEC. 1701. FEDERAL REGULATIONS.
‘‘(a) IN GENERAL.—The Secretary is authorized to
issue such regulations as are considered necessary to reason-
ably ensure that there is compliance with the specific re-
quirements and assurances required by this title.
‘‘(b) PROCEDURE.—
‘‘(1) IN GENERAL.—Prior to publishing proposed
regulations pursuant to this title, the Secretary shall
convene regional meetings which shall provide input
to the Secretary on the content of proposed regula-
tions. Such meetings shall include representatives of
Federal, State, and local administrators, parents,
teachers, and members of local boards of education in-
volved with implementation of programs under this
title.
‘‘(2) PROPOSED
REGULATIONS.—Subsequent to
regional meetings and prior to publishing proposed
regulations in the Federal Register, the Secretary
shall prepare draft regulations and submit regula-
tions on a minimum of 4 key issues to a modified ne-
gotiated rulemaking process as a demonstration of
such process. The modified process shall waive appli-
cation of the Federal Advisory Committee Act, but
shall otherwise follow the guidance provided in the
Administrative Conference of the United States in
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Recommendation 82–4, ‘‘Procedures for Negotiating
Proposed Regulations’’ (47 Fed. Reg. 30708, June 18,
1982) and any successor regulation. Participants in
the demonstration shall be chosen by the Secretary
from among participants in the regional meetings,
representing the groups described in paragraph (1)
and all geographic regions. The demonstration shall
be conducted in a timely manner.
‘‘(3) EMERGENCY SITUATION.—In an emergency
situation in which regulations pursuant to this title
must be issued within a very limited time to assist
State and local educational agencies with the oper-
ation of the program, the Secretary may issue a regu-
lation without such prior consultation, but shall im-
mediately thereafter convene regional meetings to re-
view the emergency regulation prior to issuance in
final form.
‘‘(c) LIMITATION.—Programs under this title may not
be required to follow any 1 instructional model, such as
the provision of services outside the regular classroom or
school program.
‘‘SEC. 1702. STATE ADMINISTRATION.
‘‘(a) RULEMAKING.—
‘‘(1) IN
GENERAL.—Each State that receives
funds under this title shall—
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‘‘(A) ensure that any State rules, regula-
tions, and policies relating to this title conform
to the purposes of this title;
‘‘(B) minimize such rules, regulations, and
policies to which their local educational agencies
and schools are subject; and
‘‘(C) identify any such rule, regulation, or
policy as a State-imposed requirement.
‘‘(2) SPECIAL
RULE.—State rules, regulations,
and policies under this title shall support and facili-
tate local educational agency and school-level systemic
reform designed to enable all children to meet the
State’s challenging State content standards and chal-
lenging State student performance standards.
‘‘(b) PAYMENT FOR STATE ADMINISTRATION.—Each
State may reserve for the proper and efficient performance
of such State’s duties under this title, the greater of—
‘‘(1)(A) 1.00 percent of the funds appropriated to
carry out subsections (a), (c), (d), and (e) of section
1002 for fiscal year 1995 and each succeeding fiscal
year not described in subparagraph (B); or
‘‘(B) not more than 1.5 percent and not less than
1 percent of the funds appropriated to carry out such
subsections for fiscal year 1997 and each succeeding
fiscal year if the Secretary, based on the State reports
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required by subsection (d) and the studies required by
section 14010(b), authorizes such reservation;
‘‘(2) except as provided in paragraph (3)—
‘‘(A) $425,000 for fiscal year 1995 and each
succeeding fiscal year not described in subpara-
graph (B); or
‘‘(B) not more than $565,000 and not less
than $425,000 for fiscal year 1997 and each suc-
ceeding fiscal year if the Secretary, based on the
State reports required by subsection (d) and the
studies required by section 14010(b), authorizes
such reservation; or
‘‘(3) in the case of an outlying area—
‘‘(A) $50,000 for fiscal year 1995 and each
succeeding fiscal year not described in subpara-
graph (B); or
‘‘(B) not more than $80,000 and not less
than $50,000 for fiscal year 1997 and each suc-
ceeding fiscal year if the Secretary, based on the
State reports required by subsection (d) and the
studies required by section 14010(b), authorizes
such reservation.
‘‘(c) PAYMENT
FOR SCHOOL IMPROVEMENT.—Each
State may reserve for the proper and efficient performance
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of its duties under subsections (b)(5) and (c) of section 1118,
and section 1119, the greater of—
‘‘(1)(A) .65 percent of the funds appropriated to
carry out subsections (a), (c), (d), and (e) of section
1002 for fiscal year 1995 and each succeeding fiscal
year not described in subparagraph (B); or
‘‘(B) not more than .75 percent and not less than
.65 percent of the funds appropriated to carry out
such subsections for fiscal year 1997 and each suc-
ceeding fiscal year if the Secretary, based on the State
reports required by subsection (d) and the studies re-
quired by section 14010(b), authorizes such reserva-
tion; or
‘‘(2) except as provided in paragraph (3)—
‘‘(A) $210,000 for fiscal year 1995 and each
succeeding fiscal year not described in subpara-
graph (B); or
‘‘(B) not more than $245,000 for fiscal year
1997 and each succeeding fiscal year if the Sec-
retary, based on the State reports required by
subsection (d) and the studies required by section
14010(b), authorizes such reservation; or
‘‘(3) in the case of an outlying area—
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‘‘(A) $35,000 for fiscal year 1995 and each
succeeding fiscal year not described in subpara-
graph (B); or
‘‘(B) not more than $40,000 for fiscal year
1997 and each succeeding fiscal year if the Sec-
retary, based on the State reports required by
subsection (d) and the studies required by section
14010(b), authorizes such reservation.
‘‘(d) REPORT.—Beginning in fiscal year 1995 and
each succeeding fiscal year thereafter, each State edu-
cational agency which receives funds under this title shall
submit to the Secretary a report on the use of funds for
the State administration of activities assisted under this
title. Such report shall include the proportion of State ad-
ministrative funds provided under this section that are ex-
pended for—
‘‘(1) basic program operation and compliance
monitoring;
‘‘(2) statewide program services, such as develop-
ment of standards and assessments, curriculum devel-
opment, and program evaluation; and
‘‘(3) technical assistance and other direct sup-
port to local educational agencies and schools.
‘‘(e) FEDERAL FUNDS TO SUPPLEMENT, NOT SUP-
PLANT, NON-FEDERAL FUNDS.—
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‘‘(1) IN GENERAL.—(A) Except as provided in
subparagraph (B), a State or local educational agen-
cy shall use funds received under this part only to
supplement the amount of funds that would, in the
absence of such Federal funds, be made available from
non-Federal sources for the education of pupils par-
ticipating in programs assisted under this part, and
not to supplant such funds.
‘‘(B) For the purpose of complying with sub-
paragraph (A), a State or local educational agency
may exclude supplemental State and local funds ex-
pended in any eligible school attendance area or
school for programs that meet the requirements of sec-
tion 1114 or 1115.
‘‘(2) SPECIAL RULE.—No local educational agen-
cy shall be required to provide services under this
part through a particular instructional method or in
a particular instructional setting in order to dem-
onstrate its compliance with paragraph (1).
‘‘SEC. 1703. CONSTRUCTION.
‘‘(a) PROHIBITION OF FEDERAL MANDATES, DIREC-
TION OR CONTROL.—Nothing in this title shall be construed
to authorize an officer or employee of the Federal Govern-
ment to mandate, direct, or control a State, local edu-
cational agency, or school’s specific instructional content or
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pupil performance standards and assessments, curriculum,
or program of instruction as a condition of eligibility to
receive funds under this title.
‘‘(b) EQUALIZED SPENDING.—Nothing in this title
shall be construed to mandate equalized spending per pupil
for a State, local educational agency, or school.
‘‘(c) BUILDING STANDARDS.—Nothing in this title
shall be construed to mandate national school building
standards for a State, local educational agency, or school.
‘‘SEC. 1704. RESERVATION OF FUNDS FOR TERRITORIES.
‘‘There is authorized to be appropriated for each fiscal
year for purposes of each of parts D and E of this title
an amount equal to not more than 1 percent of the amount
appropriated for such year for such parts, for payments to
the outlying areas under each such part. The amounts ap-
propriated for each such part shall be allotted among the
outlying areas according to the outlying areas’ respective
need for such grants, based on such criteria as the Secretary
determines will best carry out the purposes of this title.
‘‘PART H—EDUCATIONAL OPPORTUNITY
DEMONSTRATION PROGRAM
‘‘SEC. 1801. FINDINGS AND PURPOSES.
‘‘(a) FINDINGS.—The Congress finds that—
‘‘(1) while low-income students have made sig-
nificant gains with respect to educational achieve-
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ment and attainment, considerable gaps still persist
for these students in comparison to those from more
affluent socio-economic backgrounds;
‘‘(2) our Nation has a compelling interest in as-
suring that all children receive a high quality edu-
cation;
‘‘(3) new methods and experiments to revitalize
educational achievement and opportunities of low-in-
come individuals must be a part of any comprehen-
sive solution to the problems in our Nation’s edu-
cational system;
‘‘(4) preliminary research shows that same gen-
der classes and schools may produce promising aca-
demic and behavioral improvements in both sexes for
low-income, educationally disadvantaged students;
‘‘(5) extensive data on same gender classes and
schools are needed to determine whether same gender
classes and schools are closely tailored to achieving
the compelling government interest in assuring that
all children are educated to the best of their ability;
‘‘(6) in recent years efforts to experiment with
same gender classes and schools have been inhibited
by lawsuits and threats of lawsuits by private groups
as well as governmental entities; and
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‘‘(7) there is a compelling government interest in
granting the Secretary authority to insulate a limited
number of local educational agencies and schools
which are experimenting with same gender classes for
a limited period of time from certain law suits under
title IX of the Education Amendments of 1972, sec-
tion 204 of the Education Amendments of 1974, sec-
tion 1979 of the Revised Statutes (42 U.S.C. 1983),
or any other law prohibiting discrimination on the
basis of sex, in order to collect data on the effective-
ness of such classes in educating children from low-
income, educationally disadvantaged backgrounds.
‘‘(b) PURPOSES.—It is the purpose of this part—
‘‘(1) to give the Secretary discretion to allow ex-
perimentation with same gender classes for low-in-
come, educationally disadvantaged students;
‘‘(2) to determine whether same gender classes
make a difference in the educational achievement and
opportunities of low-income, educationally disadvan-
taged individuals; and
‘‘(3) to involve parents in the educational op-
tions and choices of their children.
‘‘SEC. 1802. DEFINITIONS.
‘‘As used in this part—
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‘‘(1) the term ‘educational opportunity school’
means a public elementary, middle, or secondary
school, or a consortium of such schools all of which re-
ceive a waiver under this title, that—
‘‘(A) establishes a plan for voluntary, same
gender classes at one or more than one school in
the community;
‘‘(B) provides same gender classes for both
boys and girls, as well as a co-educational option
for any parent that chooses that option;
‘‘(C) gives parents the option of choosing to
send their child to a same gender class or to a
co-educational class;
‘‘(D) admits students on the basis of a lot-
tery, if more students apply for admission to the
same gender classes than can be accommodated;
‘‘(E) has a program in which a member of
the community is asked to volunteer such mem-
ber’s time in classes of children of the same gen-
der as the member; and
‘‘(F) operates in pursuit of improving
achievement among all children based on a spe-
cific set of educational objectives determined by
the local educational agency applying for a
grant under this part, in conjunction with the
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educational opportunity advisory board estab-
lished under section 1803(c) and agreed to by the
Secretary; and
‘‘(2) the term ‘educational opportunity advisory
board’ means an advisory board established in ac-
cordance with section 1803(c).
‘‘SEC. 1803. PROGRAM AUTHORIZED.
‘‘(a) WAIVERS.—The Secretary may grant waivers to
ten local educational agencies for the design and operation
of one or more educational opportunity schools.
‘‘(b) INAPPLICABILITY.—Title IX of the Education
Amendments of 1972, section 204 of the Education Amend-
ments of 1974, section 1979 of the Revised Statutes (42
U.S.C. 1983), and any other law prohibiting discrimina-
tion on the basis of sex, shall not apply to a local edu-
cational agency or an educational opportunity school for
a five-year period following the Secretary’s grant of the
waiver only to the extent the Secretary determines necessary
to ensure the development and operation of same gender
classes in accordance with this part.
‘‘(c) 
EDUCATIONAL
OPPORTUNITY
ADVISORY
BOARD.—Each local educational agency receiving a waiver
under this part shall establish an educational opportunity
advisory board. Such advisory board shall be composed of
school administrators, parents, teachers, local government
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officials and volunteers involved with an educational oppor-
tunity school. Such advisory board shall assist the local edu-
cational agency in developing the application for assistance
under section 1804 and serve as an advisory board in the
functioning of the educational opportunity school.
‘‘SEC. 1804. APPLICATIONS.
‘‘(a) APPLICATIONS
REQUIRED.—Each local edu-
cational agency desiring a waiver under this part shall sub-
mit, within 180 days of the date of enactment of the Im-
proving America’s Schools Act of 1994, an application to
the Secretary at such time, in such manner and accom-
panied by such information as the Secretary may reason-
ably require.
‘‘(b) SCOPE OF APPLICATION.—Each application de-
scribed in subsection (a) may request a waiver for a single
educational opportunity school or for a consortium of such
schools.
‘‘(c) APPLICATION CONTENTS.—Each application de-
scribed in subsection (a) shall include—
‘‘(1) a description of the educational program to
be implemented by the proposed educational oppor-
tunity school, including—
‘‘(A) the grade levels or ages of children to
be served; and
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‘‘(B) the curriculum and instructional prac-
tices to be used;
‘‘(2) a description of the objectives of the local
educational agency and a description of how such
agency intends to monitor and study the progress of
children participating in the educational opportunity
school;
‘‘(3) a description of how the local educational
agency intends to include in the educational oppor-
tunity school administrators, teaching personnel, and
role models from the private sector;
‘‘(4) a description of how school administrators,
parents, teachers, local government and volunteers
will be involved in the design and implementation of
the educational opportunity school;
‘‘(5) a description of how the local educational
agency or the State, as appropriate, will provide for
continued operation of the educational opportunity
school once the Federal waiver has expired, if such
agency determines that such school is successful;
‘‘(6) a justification for the waiver or inapplica-
bility of any Federal statutory or regulatory require-
ments that the local educational agency believes are
necessary for the successful operation of the edu-
cational opportunity school and a description of any
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State or local statutory or regulatory requirements,
that will be waived for, or will not apply to, the edu-
cational opportunity school, if necessary;
‘‘(7) a description of how students in attendance
at the educational opportunity school, or in the com-
munity, will be—
‘‘(A) informed about such school; and
‘‘(B) informed about the fact that admission
to same gender classes is completely voluntary;
‘‘(8) an assurance that the local educational
agency will annually provide the Secretary such in-
formation as the Secretary may require to determine
if the educational opportunity school is making satis-
factory progress toward achieving the objectives de-
scribed in paragraph (2);
‘‘(9) an assurance that the local educational
agency will cooperate with the Secretary in evaluat-
ing the program authorized by this part;
‘‘(10) assurances that resources shall be used
equally for same gender classes for boys and for girls;
‘‘(11) assurances that the activities assisted
under this part will not have an adverse affect, on ei-
ther sex, that is caused by—
‘‘(A) the distribution of teachers between
same gender classes for boys and for girls;
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‘‘(B) the quality of facilities for boys and
for girls;
‘‘(C) the nature of the curriculum for boys
and for girls;
‘‘(D) program activities for boys and for
girls; and
‘‘(E) instruction for boys and for girls;
‘‘(12) an assurance that the local educational
agency will comply with the research and evaluation
protocol developed by the Secretary of Education as
required by section 1806; and
‘‘(13) such other information and assurances
that the Secretary may require.
‘‘SEC. 1805. SELECTION OF GRANTEES.
‘‘The Secretary shall award waivers under this part
on the basis of the quality of the applications submitted
under section 1804, taking into consideration such factors
as—
‘‘(1) the quality of the proposed curriculum and
instructional practices;
‘‘(2) organizational structure and management
of the school;
‘‘(3) the quality of the plan for assessing the
progress made by children in same gender classes over
the period of the grant;
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‘‘(4) the extent of community support for the ap-
plication; and
‘‘(5) the likelihood that the educational oppor-
tunity school will meet the objectives of such school
and improve educational results for students; and
‘‘(6) the assurances submitted pursuant to sec-
tion 1804(c)(11).
‘‘SEC. 1806. STUDY COMMISSIONED.
‘‘The Secretary of Education is hereby required to
commission a study upon enactment of the Educational Op-
portunity Demonstration Program, with appropriate proto-
cols to compare the educational and behavioral achievement
of those choosing same gender classes and those choosing the
co-educational option. The study should be delivered to all
Members of Congress within one year of the expiration of
the waiver authority granted herein.
‘‘SEC. 1807. CONSTRUCTION.
‘‘Nothing in this part shall be construed to affect the
availability under title IX of remedies to overcome the ef-
fects of past discrimination on the basis of sex.
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‘‘TITLE II—IMPROVING
TEACHING AND LEARNING
‘‘PART A—DWIGHT D. EISENHOWER
PROFESSIONAL DEVELOPMENT PROGRAM
‘‘SEC. 2101. FINDINGS.
‘‘The Congress finds as follows:
‘‘(1) Reaching the third National Education
Goal (all students will demonstrate mastery of chal-
lenging subject matter in the core academic subjects)
and the fifth National Education Goal (United States
students will become first in the world in mathe-
matics and science achievement) requires a com-
prehensive educational reform strategy that involves
parents, schools, government, communities, and other
public and private organizations at all levels.
‘‘(2) A crucial component of the strategy for
achieving these two goals is ensuring, through sus-
tained and intensive high-quality professional devel-
opment, that all teachers can provide challenging
learning experiences in the core academic subjects for
their students.
‘‘(3) The potential positive impact of high-qual-
ity professional development is underscored by recent
research findings that—
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‘‘(A) professional development must be fo-
cused on teaching and learning in order to
change the opportunities of all students to
achieve higher standards;
‘‘(B) effective professional development fo-
cuses on discipline-based knowledge and effective
subject-specific pedagogical skills, involves teams
of teachers, administrators, and pupil services
personnel in a school and, through professional
networks of teachers, teacher educators, adminis-
trators, pupil services personnel, and parents is
interactive and collaborative, motivates by its in-
trinsic content and relationship to practice,
builds on experience and learning-by-doing, and
becomes incorporated into the everyday life of the
school;
‘‘(C) professional development can dramati-
cally improve classroom instruction and learn-
ing when teachers, administrators, pupil services
personnel, and parents are partners in the devel-
opment and implementation of such professional
development; and
‘‘(D) new and innovative strategies for
teaching to high standards will require time for
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teachers, outside of the time spent teaching, for
instruction, practice, and collegial collaboration.
‘‘(4) Special attention must be given in profes-
sional development activities to ensure that education
professionals are knowledgeable of, and make use of,
strategies for serving populations that historically
have lacked access to equal opportunities for advanced
learning and career advancement.
‘‘(5) Professional development activities must
prepare teachers, pupil services personnel, paraprofes-
sionals and other staff in effective prevention and
intervention strategies to—
‘‘(A) alleviate the need, and assure appro-
priate referral, for special education services;
and
‘‘(B) prepare staff to work collaboratively to
educate students with disabilities placed into
general education settings, consistent with such
student’s individualized education program.
‘‘(6) Professional development activities, designed
in cooperation with parents, that focus on the com-
plex social, emotional and mental health needs of chil-
dren which may impede learning, can help teachers,
administrators, and pupil services personnel assist
children in overcoming barriers to academic success.
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‘‘(7) Professional development is often a victim
of budget reductions in fiscally difficult times.
‘‘(8) There are few incentives or sanctions oper-
ating to encourage teachers and administrators to
work to prepare themselves to be more effective or to
participate in challenging and effective professional
development activities.
‘‘(9) Parental involvement is an important as-
pect of school reform and improvement. There is a
need for special attention to ensure the effective in-
volvement of parents in the education of their chil-
dren. Professional development should include meth-
ods and strategies to better prepare teachers and ad-
ministrators in involving parents. Programs are
needed to provide parents the training and develop-
ment necessary to enable parents to participate fully
and effectively in their children’s education.
‘‘(10) The Federal Government has a vital role
in helping to make sustained and intensive high-qual-
ity professional development in the core academic
subjects become an integral part of the elementary
and secondary education system.
‘‘SEC. 2102. PURPOSES.
‘‘It is the purpose of this part—
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‘‘(1) to help ensure that teachers, other staff, and
administrators have access to high-quality profes-
sional development that is aligned to challenging
State content standards and challenging State student
performance standards and to support the develop-
ment and implementation of sustained and intensive
high-quality professional development activities in the
core academic subjects; and
‘‘(2) to help ensure that teachers, administrators,
other staff, pupil services personnel, and parents have
access to professional development that—
‘‘(A) is tied to challenging State content
standards and challenging State student per-
formance standards;
‘‘(B) reflects recent research on teaching and
learning;
‘‘(C) includes strong academic content and
pedagogical components;
‘‘(D) incorporates effective strategies, tech-
niques, methods, and practices for meeting the
educational needs of diverse student populations,
including females, minorities, individuals with
disabilities, limited-English proficient individ-
uals, and economically disadvantaged individ-
uals, in order to ensure that all students have the
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opportunity to achieve challenging State student
performance standards;
‘‘(E) is of sufficient intensity and duration
to have a positive and lasting impact on the
teacher’s performance in the classroom; and
‘‘(F) is part of the everyday life of the
school and creates an orientation toward contin-
uous improvement throughout the school.
‘‘SEC. 2103. AUTHORIZATION OF APPROPRIATIONS; ALLOCA-
TION BETWEEN SUBPARTS.
‘‘(a) AUTHORIZATION OF APPROPRIATIONS.—For the
purpose of carrying out this part, there are authorized to
be appropriated $800,000,000 for fiscal year 1995 and such
sums as may be necessary for each of the 4 succeeding fiscal
years.
‘‘(b) ALLOCATION
BETWEEN
SUBPARTS.—Of the
amounts appropriated to carry out this part for any fiscal
year the Secretary shall make available—
‘‘(1) 5 percent of such amounts to carry out sub-
part 1, of which 10 percent of such 5 percent shall be
available to carry out section 2114;
‘‘(2) 93.75 percent of such amounts to carry out
subpart 2; and
‘‘(3) 1.25 percent of such amounts to carry out
subpart 3.
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‘‘Subpart 1—Federal Activities
‘‘SEC. 2111. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary is authorized to
make grants to, and enter into contracts and cooperative
agreements with, local educational agencies, educational
service agencies, State educational agencies, State agencies
for higher education, institutions of higher education, and
other public and private agencies, organizations, and insti-
tutions to—
‘‘(1) support activities of national significance
that the Secretary determines will contribute to the
development and implementation of high-quality pro-
fessional development activities in the core academic
subjects; and
‘‘(2) evaluate activities carried out under this
subpart and subpart 2 in accordance with section
10701.
‘‘(b) REQUIREMENTS.—In carrying out the activities
described in subsection (a), the Secretary shall coordinate
professional development programs within the Department,
particularly with those programs within the Office of Edu-
cational Research and Improvement, and shall consult and
coordinate with the National Science Foundation, the Na-
tional Endowment for the Humanities, the National En-
dowment for the Arts, the Institute of Museum Services, and
other appropriate Federal agencies and entities.
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‘‘SEC. 2112. AUTHORIZED ACTIVITIES.
‘‘The Secretary shall use funds available to carry out
this subpart for activities that help meet the purposes of
this part, such as—
‘‘(1) providing seed money to the entities de-
scribed in section 2111(a) to develop the capacity of
such entities to offer sustained and intensive high-
quality professional development;
‘‘(2) professional development institutes that pro-
vide teams of teachers, or teachers, administrators,
pupil services personnel and other staff, from individ-
ual schools, with professional development that con-
tains strong and integrated disciplinary and peda-
gogical components;
‘‘(3) encouraging the development of local and
national professional networks, including the Teacher
Research 
Dissemination 
Demonstration 
Program
under section 941(j) of the Educational Research, De-
velopment, Dissemination, and Improvement Act of
1994, that provide a forum for interaction among
teachers of the core academic subjects and that allow
the exchange of information on advances in content
and pedagogy;
‘‘(4) supporting the National Board for Profes-
sional Teaching Standards;
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‘‘(5) the development and dissemination of teach-
ing standards in the core academic subjects;
‘‘(6) the development of exemplary methods of as-
sessing teachers, other staff, and administrators for li-
censure and certification;
‘‘(7) the dissemination of models of high-quality
professional development activities that train edu-
cators in strategies, techniques, methods, and prac-
tices for meeting the educational needs of historically
underserved populations, including females, minori-
ties, individuals with disabilities, limited-English
proficient individuals, and economically disadvan-
taged individuals, in order to ensure that all students
have the opportunity to achieve challenging State stu-
dent performance standards;
‘‘(8) activities that promote the transferability of
licensure and certification of teachers and adminis-
trators among State and local jurisdictions;
‘‘(9) the development and testing of incentive
strategies for motivating teachers, administrators,
and pupil services personnel to help increase their ef-
fectiveness through professional development focused
on teaching and learning and giving all students the
opportunity to learn to challenging State content
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standards and challenging State student performance
standards;
‘‘(10) the development of innovative prevention
and intervention strategies to—
‘‘(A) alleviate the need, or assure appro-
priate referral, for special education services;
and
‘‘(B) prepare general education and special
education teachers, paraprofessionals and pupil
services personnel in effective integration of stu-
dents with disabilities into general education set-
tings, consistent with such student’s individual-
ized education program;
‘‘(11) encouraging the development of innovative
models for recruitment, induction, retention and as-
sessment of new, highly qualified teachers, especially
such teachers from historically underrepresented
groups;
‘‘(12) the dissemination of information about
voluntary national content standards and voluntary
national performance standards and related models of
high-quality professional development;
‘‘(13) the development and maintenance of a na-
tional clearinghouse for such core academic subjects as
the Secretary determines are needed;
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‘‘(14) joint activities with other Federal agencies
and entities engaged in or supporting similar profes-
sional development efforts;
‘‘(15) the evaluation of programs under this sub-
part and subpart 2 in accordance with section 10701;
and
‘‘(16) the development of programs which pre-
pare teachers to incorporate environmental education
in the core academic subjects.
‘‘SEC. 2113. EISENHOWER NATIONAL CLEARINGHOUSE FOR
MATHEMATICS AND SCIENCE EDUCATION.
‘‘(a) CLEARINGHOUSE AUTHORIZED.—The Secretary,
in consultation with the Director of the National Science
Foundation, may award a grant or contract to establish
an Eisenhower National Clearinghouse for Mathematics
and Science Education (hereafter in this section referred
to as the ‘Clearinghouse’).
‘‘(b) APPLICATION AND AWARD BASIS.—Each entity
desiring to establish and operate the Clearinghouse author-
ized by this section shall submit an application to the Sec-
retary at such time, in such manner and accompanied by
such information as the Secretary may reasonably require.
The grant or contract awarded pursuant to paragraph (1)
shall be made on a competitive, merit basis.
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‘‘(c) DURATION.—The grant or contract awarded
under this section shall be awarded for a period of 5 years
and shall be reviewed by the Secretary not later than 30
months from the date the grant or contract is awarded.
‘‘(d) USE OF FUNDS.—The grant or contract awarded
under this section shall be used to—
‘‘(1) maintain a permanent repository of mathe-
matics and science education instructional materials
and programs for elementary and secondary schools,
including middle schools (including, to the extent
practicable, all materials and programs developed
with Federal and non-Federal funds, such as instruc-
tional materials developed by the Department, mate-
rials developed by State and national mathematics
and science programs assisted under this part, and
other instructional materials) for use by the regional
consortiums established under subpart 2 of part C
and by the general public;
‘‘(2) compile information on all mathematics
and science education programs administered by each
Federal agency or department;
‘‘(3) disseminate information, programs, and in-
structional materials to the public, dissemination net-
works, and the regional consortiums under subpart 2
of part C;
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‘‘(4) coordinate with identifiable and existing
data bases containing mathematics and science cur-
riculum and instructional materials, including Fed-
eral, non-Federal and, where feasible, international
data bases;
‘‘(5) participate in collaborative meetings of rep-
resentatives of the Clearinghouse and the regional
consortiums under subpart 2 of part C to discuss is-
sues of common interest and concern, to foster effec-
tive collaboration and cooperation in acquiring and
distributing curriculum materials and programs, and
to coordinate computer network access to the Clear-
inghouse and the resources of the regional consor-
tiums, except that not more than 3 percent of the
funds awarded under this section shall be used to
carry out this paragraph; and
‘‘(6) gather qualitative and evaluative data on
submissions to the Clearinghouse.
‘‘(e) SUBMISSION TO CLEARINGHOUSE.—Each Federal
agency or department which develops mathematics or
science education instructional material or programs, in-
cluding the National Science Foundation and the Depart-
ment, shall submit to the Clearinghouse copies of such mate-
rial or programs.
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‘‘(f) PEER REVIEW.—The Secretary shall establish a
peer review process to select the recipient of the award
under this subsection.
‘‘(g) STEERING COMMITTEE.—The Secretary may ap-
point a steering committee to recommend policies and ac-
tivities for the Clearinghouse.
‘‘(h) APPLICATION OF COPYRIGHT LAWS.—Nothing in
this section shall be construed to allow the use or copying,
in any media, of any material collected by the Clearing-
house that is protected under the copyright laws of the Unit-
ed States unless the permission of the owner of the copyright
is obtained. The Clearinghouse, in carrying out the provi-
sions of this subsection, shall ensure compliance with title
17, United States Code.
‘‘(i) DISSEMINATION
OF
INFORMATION.—The Sec-
retary shall disseminate information concerning the grant
or contract awarded under this section to State and local
educational agencies and institutions of higher education.
Such dissemination of information shall include examples
of exemplary national programs in mathematics and
science instruction and necessary technical assistance for
the establishment of similar programs.
‘‘SEC. 2114. NATIONAL TEACHER TRAINING PROJECT.
‘‘(a) SHORT TITLE; FINDINGS; DEFINITIONS.—
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‘‘(1) SHORT TITLE.—This section may be cited
as the ‘National Teacher Training Project Act of
1994’.
‘‘(2) FINDINGS.—The Congress finds that—
‘‘(A) teachers must be major players in edu-
cational reform in the United States;
‘‘(B) teachers are isolated from their peers
and have virtually no time during the school day
to consult with other teachers;
‘‘(C) there is a shortage of sustained, year-
round professional development programs for
teachers;
‘‘(D) successful teaching methods are not
adequately shared among teachers;
‘‘(E) teachers are the best teachers of other
teachers because practicing classroom teachers
have experience that no outside consultant can
match;
‘‘(F) it is important for universities and
schools to collaborate on teacher development
programs if teaching and learning are to be im-
proved;
‘‘(G) pertinent research is not shared among
teachers in a professional setting;
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‘‘(H) exemplary teachers should be recog-
nized for their abilities and contributions and
encouraged to refine their teaching methods;
‘‘(I) each State should support a nationally
based teacher training program that is modeled
after the National Writing Project for teachers of
the core academic subjects, including early child-
hood education, mathematics, science, English,
civics and government, foreign languages, and
arts;
‘‘(J) the National Writing Project is a na-
tionally recognized and honored nonprofit orga-
nization that recognizes there are teachers in
every region of the United States who have devel-
oped successful methods for teaching writing and
that such teachers can be trained and encouraged
to train other teachers;
‘‘(K) the National Writing Project is a col-
laborative university-school program which offers
summer and school year inservice teacher train-
ing programs and a dissemination network to
inform and teach teachers regarding develop-
ments in the field of writing;
‘‘(L) each year over 125,000 teachers volun-
tarily seek training in National Writing Project
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intensive summer institutes and workshops and
school year inservice programs through 1 of the
155 sites located within the United States, and
in 18 sites located outside of the United States;
‘‘(M) in the 20 years of its existence, over
1,100,000 teachers, administrators and parents
have participated in National Writing Project
programs;
‘‘(N) less than $16 per teacher was the aver-
age cost in Federal dollars for all teacher train-
ing at writing projects in academic year 1991–
1992;
‘‘(O) for every dollar in Federal support,
the National Writing Project provides over $5 in
matching funds from States, local universities
and schools, and the private sector;
‘‘(P) private foundation resources, although
generous in the past concerning National Writ-
ing Project programs, are inadequate to fund all
of the National Teacher Training Project sites
needed, and the future of the program is in jeop-
ardy without secure financial support;
‘‘(Q) the National Writing Project has be-
come a model for programs in other fields, such
as science, mathematics, history, literature, for-
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eign languages, and the performing arts, and the
development of programs in other fields should
continue with the support of Federal funds; and
‘‘(R) each of the 50 States should partici-
pate in the National Teacher Training Project
by establishing regional teacher training sites in
early 
childhood 
development, 
mathematics,
science, English, civics and government, foreign
languages, and arts to serve all teachers within
the State.
‘‘(3) DEFINITIONS.—For the purpose of this sec-
tion—
‘‘(A) the term ‘contractor’ means—
‘‘(i) a local educational agency;
‘‘(ii) an educational service agency; or
‘‘(iii) an institution of higher edu-
cation that awards a bachelor’s degree; and
‘‘(B) the term ‘eligible recipient’ means a
nonprofit educational organization which has as
its primary purpose the improvement of student
learning in one of the core academic subjects de-
scribed in subsection (b)(2).
‘‘(b) GRANTS AUTHORIZED.—
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‘‘(1) GRANTS
TO
ELIGIBLE
RECIPIENTS.—The
Secretary is authorized to award a grant to an eligi-
ble recipient to enable such recipient—
‘‘(A) to support and promote the establish-
ment of teacher training programs in early
childhood development and one of the 9 core aca-
demic subjects described in paragraph (2), in-
cluding the dissemination of effective practices
and research findings regarding teacher train-
ing, and administrative activities;
‘‘(B) to support classroom research on effec-
tive teaching practices in such area; and
‘‘(C) to pay the Federal share of the cost of
such programs and research.
‘‘(2) CORE SUBJECT AREAS.—To the extent fea-
sible, the Secretary shall award a grant under para-
graph (1) for the establishment of a National Teacher
Training Project in early childhood development and
each of the following core academic subjects:
‘‘(A) Mathematics.
‘‘(B) Science.
‘‘(C) English.
‘‘(D) Civics and government.
‘‘(E) Foreign languages.
‘‘(F) Arts.
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‘‘(G) Geography.
‘‘(H) History.
‘‘(I) Economics.
‘‘(3) NUMBER OF GRANTS AND ELIGIBLE RECIPI-
ENTS.—The Secretary shall award not more than 10
grants under paragraph (1) to 10 different eligible re-
cipients.
‘‘(4) EQUITABLE DISTRIBUTION.—The Secretary
shall award grants under paragraph (1) to eligible re-
cipients from different geographic areas of the United
States.
‘‘(5) SPECIAL RULE.—Each grant under para-
graph (1) shall be of sufficient size, scope and quality
to be effective.
‘‘(6) ADMINISTRATIVE COSTS AND TECHNICAL AS-
SISTANCE.—Each eligible recipient receiving a grant
under paragraph (1) may use not more than 5 per-
cent of the grant funds for administrative costs and
the costs of providing technical assistance to a con-
tractor.
‘‘(c) GRANT REQUIREMENTS.—Each eligible recipient
receiving a grant under subsection (b) shall—
‘‘(1) enter into a contract with a contractor
under which such contractor agrees—
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‘‘(A) to establish, operate, and provide the
non-Federal share of the cost of teacher training
programs in effective approaches and processes
for the teaching of the subject matter for which
such eligible recipient was awarded a grant, in-
cluding approaches and processes to obtain pa-
rental involvement in a child’s education; and
‘‘(B) to use funds received from the eligible
recipient to pay the Federal share of the cost of
establishing and operating teacher training pro-
grams described in subparagraph (A);
‘‘(2) make annual reports to the Secretary and
be responsible for oversight of the funds expended at
each teacher training program described in subpara-
graph (A); and
‘‘(3) meet such other conditions and standards as
the Secretary determines to be necessary to assure
compliance with this section and provide such tech-
nical assistance as may be necessary to carry out this
section.
‘‘(d) TEACHER TRAINING PROGRAMS.—The teacher
training programs described in subsection (b) shall—
‘‘(1) be conducted during the school year and
during the summer months;
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‘‘(2) train teachers who teach grades kinder-
garten through college;
‘‘(3) select teachers to become members of a Na-
tional Teacher Training Project, which members shall
conduct inservice workshops for other teachers in the
area served by the National Teacher Training Project
site;
‘‘(4) borrow teacher training principles and re-
ceive technical assistance from the National Writing
Project; and
‘‘(5) encourage teachers from all disciplines to
participate in such teacher training programs.
‘‘(e) FEDERAL SHARE.—The term ‘Federal share’
means, with respect to the costs of teacher training pro-
grams described in subsection (b), 50 percent of such costs
to the contractor
‘‘(f) APPLICATION.—Each eligible recipient desiring a
grant under this section shall submit an application to the
Secretary at such time, in such manner and accompanied
by such information as the Secretary may reasonably re-
quire.
‘‘(g) PARTICIPANTS AND SELECTION PROCESS.—The
selection process for participation in a teacher training
program described in subsection (b) shall—
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‘‘(1) reward exemplary teachers with varying
levels of teaching experience who are nominated by
other teachers and administrators;
‘‘(2) involve an application process to select par-
ticipants for a summer program;
‘‘(3) ensure the selection of a geographically and
ethnically diverse group of teachers by soliciting ap-
plications from teachers of both public and private
institutions in rural, urban and suburban settings of
every State; and
‘‘(4) automatically offer a place in a summer
program to the ‘Teacher of the Year’ chosen pursuant
to a Federal or State teacher recognition program.
‘‘(h) LIMITATION.—A contractor entering into a con-
tract under subsection (c)(1) shall not spend more than 5
percent of funds received under the contract for administra-
tive costs.
‘‘Subpart 2—State and Local Activities
‘‘SEC. 2121. PROGRAM AUTHORIZED.
‘‘The Secretary is authorized to make grants to State
educational agencies for the support of sustained and inten-
sive high-quality professional development activities in the
core academic subjects at the State and local levels.
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‘‘SEC. 2122. ALLOCATION OF FUNDS.
‘‘(a) RESERVATION
OF FUNDS.—From the amount
available to carry out this subpart for any fiscal year, the
Secretary shall reserve—
‘‘(1) 1⁄2 of 1 percent for the outlying areas, to be
distributed among the outlying areas on the basis of
their relative need, as determined by the Secretary in
accordance with the purposes of this part;
‘‘(2) 1⁄2 of 1 percent for the Secretary of the Inte-
rior for programs under this part for professional de-
velopment activities for teachers, other staff, and ad-
ministrators in schools operated or funded by the Bu-
reau of Indian Affairs.
‘‘(b) STATE ALLOTMENTS.—The Secretary shall allo-
cate the amount available to carry out this subpart and
not reserved under subsection (a) to each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto
Rico as follows, except that no State shall receive less than
one-half of 1 percent of such amount:
‘‘(1) Fifty percent shall be allocated among such
jurisdictions on the basis of their relative populations
of individuals aged 5 through 17, as determined by
the Secretary on the basis of the most recent satisfac-
tory data.
‘‘(2) Fifty percent shall be allocated among such
jurisdictions in accordance with the relative amounts
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such jurisdictions received under part A of title I for
the preceding fiscal year.
‘‘(c) REALLOCATION.—If any jurisdiction does not
apply for an allotment under subsection (b) for any fiscal
year, the Secretary shall reallocate such amount to the re-
maining jurisdictions in accordance with that subsection.
‘‘SEC. 2123. WITHIN-STATE ALLOCATIONS.
‘‘Of the amounts received by any State under this sub-
part for any fiscal year—
‘‘(1) 75 percent shall be available for State level
activities under section 2126 and local allowable ac-
tivities under section 2129(b), of which—
‘‘(A) not more than 5 percent may be used
for the administrative costs of the State edu-
cational agency;
‘‘(B) not more than 5 percent may be used
for State-level activities under section 2126; and
‘‘(C) of the remaining amount—
‘‘(i) 50 percent shall be distributed to
local educational agencies—
‘‘(I) for use in accordance with
section 2129; and
‘‘(II) in accordance with the rel-
ative enrollments in public and private
nonprofit elementary and secondary
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schools within the boundaries of such
agencies; and
‘‘(ii) 50 percent of such amount shall
be distributed to local educational agen-
cies—
‘‘(I) for use in accordance with
section 2129; and
‘‘(II) in accordance with the rel-
ative amount such agencies received
under part A of title I of this Act for
the preceding fiscal year; and
‘‘(2) 25 percent shall be available to the State
agency for higher education for activities under sec-
tion 2130, of which not more than 5 percent may be
used for the administrative costs of the State agency
for higher education.
‘‘SEC. 2124. PRIORITY FOR PROFESSIONAL DEVELOPMENT
IN MATHEMATICS AND SCIENCE.
‘‘(a) APPROPRIATION OF LESS THAN $250,000,000.—
In any fiscal year for which the amount appropriated for
this part is less than $250,000,000, each State shall ensure
that all funds distributed in accordance with section
2123(1)(C) are used for professional development in mathe-
matics and science.
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‘‘(b) 
APPROPRIATION
EQUAL
TO
OR
ABOVE
$250,000,000.—In any fiscal year for which the amount
appropriated for this part is at least $250,000,000, each
State shall ensure that the amount of funds distributed in
accordance with section 2123(1)(C) that is used for profes-
sional development in mathematics and science is not less
than the amount that bears the same ratio to the total
amount of funds so distributed as the sum of $250,000,000
plus at least 10 percent of the amount appropriated for this
part for such year in excess of $250,000,000 bears to the
total amount appropriated for this part for such year.
‘‘SEC. 2125. STATE APPLICATIONS.
‘‘(a) APPLICATIONS REQUIRED.—Each State edu-
cational agency that wishes to receive an allotment under
this subpart for any fiscal year shall submit an application
to the Secretary at such time and in such form as the Sec-
retary may require.
‘‘(b) PROFESSIONAL DEVELOPMENT PLAN.—
‘‘(1) IN GENERAL.—Each application under this
section shall include a State plan for professional de-
velopment that satisfies the requirements of this sec-
tion.
‘‘(2) CONTENTS.—Each such State plan shall—
‘‘(A) be developed in conjunction with the
State agency for higher education, nonprofit or-
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ganizations of demonstrated effectiveness, institu-
tions of higher education or schools of education,
and with the extensive participation of local
teachers, administrators, and pupil services per-
sonnel and show the role of each such entity in
implementation of the plan;
‘‘(B) be designed to give teachers, adminis-
trators, and pupil services personnel in the State
the knowledge and skills necessary to provide all
students the opportunity to meet challenging
State content standards and challenging State
student performance standards;
‘‘(C) include an assessment of State and
local needs for professional development specifi-
cally related to subparagraph (B);
‘‘(D) describe the need for teacher develop-
ment beginning with recruitment, preservice,
and induction, and continuing throughout the
professional teaching career, taking into account
the need, as determined by the State, for greater
access to and participation in the teaching pro-
fession 
by 
individuals 
from 
historically
underrepresented groups;
‘‘(E) describe how the State requirements
for licensure of teachers and administrators, in-
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cluding certification and recertification, support
challenging State content standards and chal-
lenging State student performance standards;
‘‘(F) describe how the State will work with
teachers, administrators, parents, local edu-
cational agencies, schools, educational service
agencies, and institutions of higher education or
nonprofit organizations of demonstrated effective-
ness to ensure that such individuals or entities
develop the capacity to support sustained and
intensive, high-quality professional development
programs in the core academic subjects;
‘‘(G) describe how the State will prepare all
teachers to teach children with diverse learning
needs, including children with disabilities;
‘‘(H) describe how the State will prepare
teachers, paraprofessionals and pupil services
personnel in effective prevention and interven-
tion strategies to—
‘‘(i) alleviate the need, and assure ap-
propriate referral, for special education
services; and
‘‘(ii) prepare general and special edu-
cation staff to work collaboratively to edu-
cate students with disabilities placed into
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general education settings, consistent with
such student’s individualized education pro-
gram;
‘‘(I) describe how the State will use tech-
nology, including the emerging national infor-
mation infrastructure, to enhance the profes-
sional development of teachers, administrators,
and pupil services personnel;
‘‘(J) describe how the State will ensure a
strong focus on professional development in
mathematics and science taking into account the
need for greater access to, and participation in,
such disciplines by students from historically
underrepresented groups;
‘‘(K) describe how the State will provide in-
centives to teachers and administrators to focus
their professional development on preparing
themselves to provide instruction consistent with
challenging State content standards and chal-
lenging State student performance standards;
‘‘(L) set specific outcome performance indi-
cators for professional development; and
‘‘(M) describe how parents can be involved
in professional development programs to enhance
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their participation in the education of their chil-
dren.
‘‘(3) DURATION OF THE PLAN.—Each such State
plan shall—
‘‘(A) remain in effect for the duration of the
State’s participation under this subpart; and
‘‘(B) be periodically reviewed and revised
by the State, as necessary, to reflect changes in
the State’s strategies and programs under this
subpart.
‘‘(c) ADDITIONAL MATERIAL.—Each State application
shall include—
‘‘(1) a description of how the activities assisted
under this subpart will be coordinated, as appro-
priate, with—
‘‘(A) other activities conducted with Federal
funds, especially activities supported under part
A of title I of this Act, and parts B and D of
the Individuals with Disabilities Education Act;
‘‘(B) State and local funds;
‘‘(C) resources from business and industry,
museums, libraries, educational television sta-
tions, and public and private nonprofit organi-
zations of demonstrated experience; and
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‘‘(D) funds received from other Federal
agencies, such as the National Science Founda-
tion, the Departments of Commerce, Energy, and
Health and Human Services, the National En-
dowment for the Arts, the Institute of Museum
Services, and the National Endowment for the
Humanities; and
‘‘(2) a description of the activities to be spon-
sored under the State level activities under section
2126 and the higher education activities under section
2130.
‘‘(d) PEER REVIEW AND SECRETARIAL APPROVAL.—
‘‘(1) IN GENERAL.—The Secretary shall approve
an application of a State educational agency under
this section if such application meets the requirements
of this section and holds reasonable promise of achiev-
ing the purposes of this part.
‘‘(2) REVIEW.—In reviewing applications under
this section, the Secretary shall obtain the advice of
non-Federal experts on education in the core aca-
demic subjects and on teacher education, including
teachers and administrators.
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‘‘SEC. 2126. STATE LEVEL ACTIVITIES.
‘‘Each State may use funds made available under sec-
tion 2123(1) to carry out activities described in the plan
under section 2125(b), such as—
‘‘(1) reviewing and reforming State requirements
for teacher and administrator licensure, including
certification and recertification, to align such require-
ments with the State’s challenging State content
standards and ensure that teachers and administra-
tors have the knowledge and skills necessary to help
students meet challenging State student performance
standards;
‘‘(2) developing performance assessments and
peer review procedures, as well as other methods, for
licensing teachers and administrators;
‘‘(3) providing technical assistance to schools
and local educational agencies to help such schools
and agencies provide effective professional develop-
ment in the core academic subjects;
‘‘(4) developing or supporting professional devel-
opment networks, either within a State or in a re-
gional consortium of States, that provide a forum for
interaction among teachers and that allow exchange
of information on advances in content and pedagogy;
‘‘(5) professional development in the effective use
of educational technology as an instructional tool for
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increasing student understanding of the core aca-
demic subjects, including efforts to train teachers in
methods for achieving gender equity both in students’
access to computers and other educational technology
and in teaching practices used in the application of
educational technology;
‘‘(6) providing financial or other incentives for
teachers to become certified by nationally recognized
professional teacher enhancement organizations;
‘‘(7) designing systems that enable teachers to
meet pay ladder professional development require-
ments by demonstrating content knowledge and peda-
gogical competence tied to challenging State content
standards and challenging State student performance
standards, rather than by merely completing course
credits;
‘‘(8) providing incentives for teachers to be in-
volved in assessment, curriculum development, and
technical assistance processes for teachers and stu-
dents;
‘‘(9) professional development to enable teachers,
pupil services personnel, and other school staff to en-
sure that girls and young women, minorities, limited
English proficient students, individuals with disabil-
ities, and the economically disadvantaged have the
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full opportunity to achieve to challenging State con-
tent standards and challenging State student perform-
ance standards in the core academic subjects by, for
example, encouraging girls and young women and
minorities to pursue advanced courses in mathematics
and science;
‘‘(10) professional development designed to—
‘‘(A) provide the collaborative skills needed
to appropriately serve children with disabilities
in the general education setting consistent with
such child’s individualized education program;
and
‘‘(B) develop skills needed for effective pre-
vention and intervention teaching strategies to
alleviate the need, or assure appropriate referral,
for special education services;
‘‘(11) professional development and recruitment
activities designed to increase the numbers of minori-
ties, individuals with disabilities and females teach-
ing in the core academic subjects in which such indi-
viduals are underrepresented;
‘‘(12) identifying, developing, or supporting pa-
rental involvement programs to better equip parents
to participate in the education of their children;
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‘‘(13) professional development activities de-
signed to increase the number of women and other
underrepresented groups in the administration of
schools;
‘‘(14) providing training for local education em-
ployees in the area of early childhood development in
order to ensure that early childhood development serv-
ices provided to low-income children below the age of
compulsory school attendance comply with the per-
formance standards established under section 641A(a)
of the Head Start Act or under section 651 of such
Act, as such section 651 was in effect on the day pre-
ceding the date of enactment of the Human Services
Amendments of 1994; and
‘‘(15) providing technical assistance to teachers,
administrators, parents and related services personnel
in the area of early childhood development in order
to ensure that early childhood development services
provided to low-income children below the age of com-
pulsory school attendance comply with the perform-
ance standards established under section 641A(a) of
the Head Start Act or under section 651 of such Act,
as such section 651 was in effect on the day preceding
the date of enactment of the Human Services Amend-
ments of 1994.
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‘‘SEC. 2127. LOCAL EDUCATIONAL AGENCY APPLICATIONS.
‘‘(a) IN GENERAL.—Each local educational agency
that desires a subgrant under this subpart shall submit an
application to the State educational agency at such time
as the State educational agency may require, but not less
frequently than every 3 years.
‘‘(b) CONTENTS.—Each application under this section
shall include—
‘‘(1) the local educational agency’s plan for pro-
fessional development that—
‘‘(A) has been developed with the extensive
participation of teachers, administrators, staff,
and pupil services personnel;
‘‘(B) is aligned with the State’s challenging
State content standards and challenging State
student performance standards;
‘‘(C) includes an assessment of local needs
for professional development as identified by the
local educational agency and school staff;
‘‘(D) describes a strategy, tied to challeng-
ing State content standards and challenging
State student performance standards, for ad-
dressing those needs;
‘‘(E) includes strong academic content and
pedagogical components;
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‘‘(F) takes into account the need for greater
access to and participation in the core academic
subjects, especially in mathematics and science,
by students from historically underrepresented
groups;
‘‘(G) is of sufficient intensity and duration
to have a positive and lasting impact on the stu-
dent’s performance in the classroom; and
‘‘(H) sets specific outcome performance in-
dicators;
‘‘(2) an assurance that the activities conducted
with the funds such agency received under this sub-
part will be assessed at least every three years using
the outcome performance indicators to determine the
effectiveness of such activities;
‘‘(3) a description of how the programs funded
under this subpart will be coordinated, as appro-
priate, with—
‘‘(A) services of educational service agencies;
‘‘(B) services of institutions of higher edu-
cation;
‘‘(C) State and local funds;
‘‘(D) resources provided under part A of
title I and other provisions of this Act;
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‘‘(E) resources from business, industry, mu-
seums, libraries, educational television stations,
and public and private nonprofit organizations
of demonstrated experience;
‘‘(F) resources provided under parts B, D
and H of the Individuals with Disabilities Edu-
cation Act; and
‘‘(G) funds received from other Federal
agencies, such as the National Science Founda-
tion, the Department of Energy, the Department
of Health and Human Services, the National
Endowment for the Arts, the Institute of Museum
Services, and the National Endowment for the
Humanities;
‘‘(4) an identification of the sources of funding
that will provide the local educational agency’s con-
tribution under section 2128; and
‘‘(5) a description of the strategies to be em-
ployed to more fully and effectively involve parents in
the education of their children.
‘‘(c) DURATION OF THE PLAN.—Each local plan de-
scribed in subsection (b)(1) shall—
‘‘(1) remain in effect for the duration of the local
educational agency’s participation under this sub-
part; and
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‘‘(2) be periodically reviewed and revised by the
local educational agency, as necessary, to reflect
changes in the local educational agency’s strategies
and programs under this subpart.
‘‘SEC. 2128. LOCAL COST-SHARING.
‘‘(a) IN GENERAL.—Each local educational agency
shall provide at least 33 percent of the cost of the activities
assisted under this subpart, excluding the cost of services
provided to private school teachers.
‘‘(b) AVAILABLE RESOURCES FOR COST-SHARING.—
‘‘(1) IN GENERAL.—A local educational agency
may meet the requirement of subsection (a) through
one or more of the following:
‘‘(A) Cash expenditures from non-Federal
sources directed toward professional development
activities.
‘‘(B) Release time for teachers participating
in professional development assisted under this
subpart.
‘‘(C) Funds received under one or more of
the following programs, so long as such funds are
used for professional development activities con-
sistent with this subpart and the statutes under
which such funds were received, and are used to
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benefit students and teachers in schools that oth-
erwise would have been served with such funds:
‘‘(i) Part A of title I.
‘‘(ii) Parts B and D of the Individuals
with Disabilities Education Act.
‘‘(iii) The Safe and Drug-Free Schools
and Communities program under part A of
title V.
‘‘(iv) Bilingual Education Programs
under part A of title VII.
‘‘(v) The Women’s Educational Equity
Act of 1994.
‘‘(vi) Title III of the Goals 2000: Edu-
cate America Act.
‘‘(vii) Programs that are related to the
purposes of this Act that are administered
by other Federal agencies, including the Na-
tional Science Foundation, the National
Endowment for the Humanities, the Na-
tional Endowment for the Arts, the Institute
of Museum Services, and the Department of
Energy.
‘‘(2) SPECIAL RULE.—A local educational agency
may meet the requirement of subsection (a) through
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contributions described in paragraph (1) that are
provided in cash or in kind, fairly evaluated.
‘‘SEC. 2129. LOCAL ALLOCATION OF FUNDS AND ALLOW-
ABLE ACTIVITIES.
‘‘(a) LOCAL ALLOCATION OF FUNDS.—Each local edu-
cational agency that receives funds under this subpart for
any fiscal year—
‘‘(1) shall use at least 80 percent of such funds
for professional development of teachers, administra-
tors, pupil services personnel, 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 2127, 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 em-
phasizes sustained, ongoing activities; and
‘‘(2) may use not more than 20 percent of such
funds for school district-level professional development
activities, including the participation of administra-
tors, policymakers, and parents.
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‘‘(b) AUTHORIZED
ACTIVITIES.—Each local edu-
cational agency and school that receives funds under this
subpart shall use such funds for activities that contribute
to the implementation of the local educational agency’s pro-
fessional development plan described in section 2127(b)(1),
such as—
‘‘(1) professional development for teams of teach-
ers, administrators, pupil services personnel, or other
staff from individual schools, to support teaching con-
sistent with challenging State content standards and
challenging State student performance standards and
to create a school environment conducive to high
achievement in the core academic subjects;
‘‘(2) support and time, which in the case of
teachers may include release time with pay, for teach-
ers, pupil services personnel, and other school staff to
enable such teachers, personnel, and staff to partici-
pate in professional development in the core academic
subjects that are offered through professional associa-
tions, universities, and other providers such as com-
munity-based organizations, science centers and mu-
seums;
‘‘(3) support and time, which in the case of
teachers may include release time with pay, for teach-
ers, pupil services personnel and other school staff to
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participate in professional development that goes be-
yond training and encourages a variety of forms of
learning that are related to an educator’s regular
work, such as group study and consultation with
peers and supervisors;
‘‘(4) support and time for teachers, pupil services
personnel and other school staff to learn and imple-
ment effective collaboration—
‘‘(A) for the instruction of children with
disabilities placed into general education set-
tings, consistent with such child’s individualized
education program; and
‘‘(B) in prevention and intervention strate-
gies to alleviate the need for, or assure appro-
priate, referrals of children for special education
services;
‘‘(5) professional development which incorporates
effective strategies, techniques, methods, and practices
for meeting the educational needs of diverse groups of
students, including females, minorities, individuals
with disabilities, limited-English proficient individ-
uals and economically disadvantaged individuals;
‘‘(6) peer training and mentoring programs, in-
cluding cross-generational mentoring, in the core aca-
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demic subjects and in the developmental, social, emo-
tional and mental health needs of children;
‘‘(7) establishment and maintenance of local pro-
fessional networks that provide a forum for inter-
action among teachers and pupil services personnel
and that allow exchange of information on advances
in content and pedagogy;
‘‘(8) activities that provide followup for teachers
who have participated in professional development ac-
tivities that are designed to ensure that the knowledge
and skills learned by the teacher are implemented in
the classroom;
‘‘(9) preparing teachers and pupil services per-
sonnel to work with parents and families on fostering
student achievement in the core academic subjects;
‘‘(10) preparing teachers in the effective use of
educational technology and assistive technology as in-
structional tools for increasing student understanding
of the core academic subjects;
‘‘(11) establishing policies to permit teachers to
meet pay ladder requirements by demonstrating con-
tent and pedagogical competence rather than by only
meeting course requirements;
‘‘(12) professional development to enable teach-
ers, pupil services personnel, and other school staff to
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ensure that girls and young women, minorities, lim-
ited-English proficient students, individuals with dis-
abilities, and the economically disadvantaged have
full opportunity to achieve to challenging State con-
tent standards and challenging State student perform-
ance standards in the core academic subjects;
‘‘(13) professional development activities de-
signed to increase the numbers of minorities, individ-
uals with disabilities, and other underrepresented
groups in the teaching force and to increase the num-
bers of women and members of other underrepresented
groups who are science and mathematics teachers, for
example, through career ladder programs that assist
educational paraprofessionals to obtain teaching cre-
dentials;
‘‘(14) professional development activities and
other support for new teachers as such teachers transi-
tion into the classroom to provide such teachers with
practical support and increase retention;
‘‘(15) professional development for teachers, par-
ents, early childhood educators, administrators, and
other staff to support activities and services related to
the Transition to Success program developed under
part B of title I;
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‘‘(16) developing incentive strategies for reward-
ing teachers, administrators, and pupil services per-
sonnel collectively in schools that sustain high per-
formance or consistent growth in the number of their
students who meet the challenging State content
standards and challenging State student performance
standards;
‘‘(17) providing financial or other incentives for
teachers to become certified by nationally recognized
professional teacher enhancement programs;
‘‘(18) developing strategies and programs to
more effectively involve parents in the education of
their children;
‘‘(19) professional development activities de-
signed to increase the number of women and other
underrepresented groups in the administration of
schools;
‘‘(20) release time with pay for teachers;
‘‘(21) professional development in experiential-
based teaching methods such as service learning; and
‘‘(22) support for partnerships between (A)
schools, consortia of schools, or local educational agen-
cies, and (B) institutions of higher education, includ-
ing schools of education, that encourage teachers to
participate in intensive, ongoing professional develop-
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ment programs, both academic and pedagogical, at
institutions of higher education, and encourage stu-
dents at institutions of higher education studying to
become teachers to have direct, practical experience at
schools.
‘‘SEC. 2130. HIGHER EDUCATION ACTIVITIES.
‘‘(a) IN GENERAL.—
‘‘(1) IN GENERAL.—From amounts made avail-
able under section 2123(2), the State agency for high-
er education, working in conjunction with the State
educational agency (if such agencies are separate),
shall award grants to, or enter into contracts or coop-
erative agreements with, institutions of higher edu-
cation or private nonprofit organizations working in
conjunction with local educational agencies, for pro-
fessional development activities in the core academic
subjects that contribute to the State plan for profes-
sional development.
‘‘(2) COMPETITIVE BASIS.—Each grant, contract
or cooperative agreement described in paragraph (1)
shall be awarded on a competitive basis.
‘‘(3) JOINT
EFFORTS.—Each activity assisted
under this section, where applicable, shall involve the
joint effort of the institution of higher education’s
school or department of education, if any, and the
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schools or departments in the specific disciplines in
which such professional development will be provided.
‘‘(b) ALLOWABLE ACTIVITIES.—A recipient of funds
under this section shall use such funds for—
‘‘(1) sustained and intensive high-quality profes-
sional development for teams of teachers, or teachers,
pupil services personnel and administrators from in-
dividual schools or school districts;
‘‘(2) preservice training activities; and
‘‘(3) other sustained and intensive professional
development activities related to achievement of the
State plan for professional development.
‘‘(c) PARTNERSHIPS.—Each institution of higher edu-
cation receiving a grant under this section may also enter
into a partnership with a private industry, museum, li-
brary, educational television station, or public or private
nonprofit organization of demonstrated experience to carry
out professional development activities assisted under this
section.
‘‘SEC. 2131. CONSORTIUM REQUIREMENT.
‘‘(a) IN GENERAL.—Any local educational agency re-
ceiving a grant under this part of less than $10,000 shall
form a consortium with another local educational agency
or an educational service agency serving another local edu-
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cational agency to be eligible to participate in programs
assisted under this part.
‘‘(b) WAIVER.—The Chief State School Officer may
waive the requirements of subsection (a) if distances or
traveling time between schools make formation of the con-
sortium more costly or less effective.
‘‘(c) SPECIAL RULE.—Each consortium shall rely, as
much as possible, on technology or other arrangements to
deliver staff development tailored to the needs of each school
or school district participating in a consortium described
in subsection (a).
‘‘Subpart 3—Professional Development Demonstration
Project
‘‘SEC. 2141. 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 standards 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 cur-
rently possess;
‘‘(3) while both the Goals 2000: Educate America
Act and titles I and II have extensive references to
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professional development of teachers, there are no pro-
visions to incorporate ‘on-the-ground’ planning and
implementation to serve as models for local edu-
cational agencies across the Nation; and
‘‘(4) better prepared teachers can lead to im-
proved student achievement, especially for students
who are furthest from reaching high standards.
‘‘(b) PURPOSE.—It is the purpose of this subpart—
‘‘(1) to address the need for professional develop-
ment with a primary focus on teachers;
‘‘(2) to provide both prospective teachers and
current teachers opportunities to learn both the con-
tent and the pedagogy needed to teach to high stand-
ards; and
‘‘(3) to build models, in a few cities and States,
that demonstrate new organizational arrangements
and deep investments in teachers necessary to better
prepare teachers for new standards and assessments.
‘‘SEC. 2142. DEMONSTRATION PROGRAM AUTHORIZED.
‘‘(a) GENERAL AUTHORITY.—
‘‘(1) IN
GENERAL.—The Secretary shall carry
out a demonstration project under which the Sec-
retary awards grants in accordance with this subpart
to eligible partnerships to enable such partnerships to
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plan and implement professional development pro-
grams.
‘‘(2) PROGRAM REQUIREMENTS.—The programs
described in paragraph (1)—
‘‘(A) shall focus on increasing teachers’
knowledge and understanding of content by pro-
viding teachers opportunities to improve their
knowledge and to improve their classroom prac-
tice 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 develop-
ment for principals, pupil services personnel,
aides, other school-based staff, and parents.
‘‘(b) ELIGIBLE PARTNERSHIPS.—For the purpose of
this subpart the term ‘eligible partnership’ means a part-
nership consisting of—
‘‘(1) a local educational agency, a subunit of
such agency, or a consortium of such agencies, in
which at least 50 percent of the schools served by such
agency, subunit, or consortium are eligible to partici-
pate in schoolwide programs under section 1114; or
‘‘(2) other partners that—
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‘‘(A) shall include, at a minimum, a teach-
ers’ union (if appropriate), one or more institu-
tions of higher education which may include fac-
ulty 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 development.
‘‘SEC. 2143. GRANTS.
‘‘(a) AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary shall award
grants for planning, and grants for the implementa-
tion of, professional development programs under this
subpart.
‘‘(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 greatest 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 geo-
graphic and racial diversity.
‘‘(3) NUMBER OF GRANTS.—In the first year that
the Secretary awards grants under this subpart, the
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Secretary shall award at least twice as many plan-
ning grants as implementation grants in order to re-
ceive well-developed plans for long-term funding
under this subpart.
‘‘(b) GRANT REQUIREMENTS.—
‘‘(1) DURATION.—The Secretary shall award—
‘‘(A) planning grants under this subpart for
a period of not less than 6 months and not more
than 9 months; and
‘‘(B) implementation grants under this sub-
part for a period of four fiscal years.
‘‘(2) AMOUNT.—The Secretary shall award
grants under this subpart in an amount determined
on the basis of the size of the program and the level
of investment the eligible partnership 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 subpart shall exceed $500,000 in
any one fiscal year.
‘‘SEC. 2144. PLAN.
‘‘Each eligible partnership desiring assistance under
this subpart shall develop a plan for the program to be as-
sisted under this subpart. Such plan shall—
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‘‘(1) identify clearly how such plan will support
an overall systemic reform strategy giving special at-
tention to the role of teacher preparation for new
standards and assessment;
‘‘(2) describe the eligible partnership’s instruc-
tional objectives and how the professional development
activities will support such objectives;
‘‘(3) specify the organizational arrangements
and delivery strategies to be used, such as teacher cen-
ters, professional development schools, teacher net-
works, academic alliances, as well as the curriculum
for teachers;
‘‘(4) specify the commitments the local edu-
cational 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, con-
tractual 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 subpart will lead to districtwide policy and budg-
et changes.
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‘‘SEC. 2145. TECHNICAL ASSISTANCE.
‘‘The Secretary is authorized to enter into an arrange-
ment with an intermediary organization to enable such or-
ganization to provide technical assistance to eligible part-
nerships receiving assistance under this subpart.
‘‘SEC. 2146. MATCHING FUNDS.
‘‘The Secretary shall give special priority to awarding
grants under this subpart to eligible partnerships that dem-
onstrate such partnership’s ability to raise matching funds
from private sources.
‘‘Subpart 4—General Provisions
‘‘SEC. 2151. 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 outcome performance indicators identi-
fied in such State’s State plan, as well as on the effective-
ness 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 outcome performance indicators identified in such
agency’s local plan, as well as on the effectiveness of such
agency’s activities under this part.
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‘‘(c) FEDERAL EVALUATION.—The Secretary shall re-
port to the President and the Congress on the effectiveness
of programs and activities assisted under this part in ac-
cordance with section 10701.
‘‘SEC. 2152. DEFINITIONS.
‘‘As used in this part—
‘‘(1) the term ‘core academic subjects’ means sub-
jects such as English, mathematics, science, foreign
languages, civics and government, economics, arts,
history, and geography;
‘‘(2) the term ‘sustained and intensive high-qual-
ity professional development’ means professional de-
velopment activities that—
‘‘(A) are tied to challenging State content
standards, challenging State student performance
standards, voluntary national content standards
or voluntary national student performance
standards;
‘‘(B) reflect up-to-date research in teaching
and learning and include integrated content and
pedagogical components appropriate for students
with diverse learning needs;
‘‘(C) are of sufficient intensity and dura-
tion to have a positive and lasting impact on the
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teacher’s performance in the classroom or the ad-
ministrator’s performance on the job; and
‘‘(D) recognize teachers as an important
source of knowledge that should inform and help
shape professional development;
‘‘(3) the term ‘outcome performance indicators’
means measures of specific outcomes that the State or
local educational agency identify 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 standards and chal-
lenging State student performance standards in the
core academic subjects, such as—
‘‘(A) the degree to which licensure require-
ments are tied to challenging State content
standards and challenging State student per-
formance standards;
‘‘(B) specific increases in the number of
teachers who are certified by the National Board
for Professional Teaching Standards or other na-
tionally recognized professional teacher enhance-
ment organizations;
‘‘(C) pass rates on teacher examinations for
initial and continuing certification or licensure;
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‘‘(D) specific increases in the number of ele-
mentary and secondary teachers with strong con-
tent backgrounds in the core academic subjects;
and
‘‘(E) specific increases in the number of
teachers licensed in each core academic subject;
and
‘‘(4) the term ‘prevention’, when used with re-
spect to strategies, includes activities conducted to—
‘‘(A) detect and overcome early manifesta-
tions of learning, health and social, and behav-
ioral, problems that may impede later student
learning and school achievement;
‘‘(B) prevent students from failing to
achieve commensurate with their abilities; and
‘‘(C) alleviate the need, or increase the prob-
ability of appropriate referrals, for special edu-
cation services.
‘‘PART B—NATIONAL WRITING PROJECT
‘‘SEC. 2201. SHORT TITLE.
‘‘This part may be cited as the ‘National Writing
Project Act’.
‘‘SEC. 2202. FINDINGS.
‘‘The Congress finds that—
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‘‘(1) the United States faces a crisis in writing
in schools and in the workplace;
‘‘(2) the writing problem has been magnified by
the rapidly changing student populations in the Na-
tion’s schools and the growing number of students
who are at risk because of limited English pro-
ficiency;
‘‘(3) over the past 2 decades, universities and
colleges across the country have reported increasing
numbers of entering freshmen who are unable to write
at a level equal to the demands of college work;
‘‘(4) American businesses and corporations are
concerned about the limited writing skills of entry-
level workers, and a growing number of executives are
reporting that advancement was denied to such execu-
tives due to inadequate writing abilities;
‘‘(5) writing and reading are both fundamental
to learning, yet writing has been historically neglected
in the schools and colleges, and most teachers in the
United States elementary schools, secondary schools,
and colleges have not been trained to teach writing;
‘‘(6) since 1973, the only national program to
address the writing problem in the Nation’s schools
has been the National Writing Project, a network of
collaborative university-school programs whose goal is
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to improve the quality of student writing and the
teaching of writing at all grade levels and to extend
the uses of writing as a learning process through all
disciplines;
‘‘(7) the National Writing Project offers summer
and school year inservice teacher training programs
and a dissemination network to inform and teach
teachers of developments in the field of writing;
‘‘(8) the National Writing Project is a nationally
recognized and honored nonprofit organization that
recognizes that there are teachers in every region of
the United States who have developed successful meth-
ods for teaching writing and that such teachers can
be trained and encouraged to train other teachers;
‘‘(9) the National Writing Project has become a
model for programs to improve teaching in such other
fields as mathematics, science, history, literature, per-
forming arts, and foreign languages;
‘‘(10) the National Writing Project teacher-teach-
ing-teachers program identifies and promotes what is
working in the classrooms of the Nation’s best teach-
ers;
‘‘(11) the National Writing Project teacher-teach-
ing-teachers project is a positive program that cele-
brates good teaching practices and good teachers and
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through its work with schools increases the Nation’s
corps of successful classroom teachers;
‘‘(12) evaluations of the National Writing
Project document the positive impact the project has
had on improving the teaching of writing, student
performance, and student thinking and learning abil-
ity;
‘‘(13) the National Writing Project programs
offer career-long education to teachers, and teachers
participating in the National Writing Project receive
graduate academic credit;
‘‘(14) each year over 100,000 teachers volun-
tarily seek training in National Writing Project in-
tensive summer institutes and workshops and school-
year inservice programs through one of the 154 re-
gional sites located in 45 States, the Commonwealth
of Puerto Rico, and in four sites that serve United
States teachers teaching in United States dependent
and independent schools;
‘‘(15) 250 National Writing Project sites are
needed to establish regional sites to serve all teachers;
‘‘(16) private foundation resources, although gen-
erous in the past, are inadequate to fund all of the
National Writing Project sites needed and the future
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of the program is in jeopardy without secure finan-
cial support;
‘‘(17) independent evaluation studies have found
the National Writing Project to be highly cost-effective
compared to other professional development programs
for teachers; and
‘‘(18) during 1991, the first year of Federal sup-
port for the National Writing Project, the National
Writing Project matched the $1,951,975 in Federal
support with $9,485,504 in matching funds from
State, local, and other sources.
‘‘SEC. 2203. NATIONAL WRITING PROJECT.
‘‘(a) AUTHORIZATION.—The Secretary is authorized to
make a grant to the National Writing Project (hereafter in
this section referred to as the ‘grantee’), a nonprofit edu-
cational organization which has as its primary purpose the
improvement of the quality of student writing and learning,
and the teaching of writing as a learning process in the
Nation’s classrooms—
‘‘(1) to support and promote the establishment of
teacher training programs, including the dissemina-
tion of effective practices and research findings re-
garding the teaching of writing and administrative
activities;
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‘‘(2) to support classroom research on effective
teaching practice and to document student perform-
ance;
‘‘(3) to coordinate activities assisted under this
section with activities assisted under part A; and
‘‘(4) to pay the Federal share of the cost of such
programs.
‘‘(b) REQUIREMENTS OF GRANT.—The grant shall pro-
vide that—
‘‘(1) the grantee will enter into contracts with
institutions of higher education or other nonprofit
educational providers (hereafter in this section re-
ferred to as ‘contractors’) under which the contractors
will agree to establish, operate, and provide the non-
Federal share of the cost of teacher training programs
in effective approaches and processes for the teaching
of writing;
‘‘(2) funds made available by the Secretary to
the grantee pursuant to any contract entered into
under this section will be used to pay the Federal
share of the cost of establishing and operating teacher
training programs as provided in paragraph (1); and
‘‘(3) the grantee will meet such other conditions
and standards as the Secretary determines to be nec-
essary to assure compliance with the provisions of
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this section and will provide such technical assistance
as may be necessary to carry out the provisions of
this section.
‘‘(c) TEACHER TRAINING PROGRAMS.—The teacher
training programs authorized in subsection (a) shall—
‘‘(1) be conducted during the school year and
during the summer months;
‘‘(2) train teachers who teach grades kinder-
garten through college;
‘‘(3) select teachers to become members of a Na-
tional Writing Project teacher network whose mem-
bers will conduct writing workshops for other teachers
in the area served by each National Writing Project
site; and
‘‘(4) encourage teachers from all disciplines to
participate in such teacher training programs.
‘‘(d) FEDERAL SHARE.—
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2) or (3) and for purposes of subsection (a),
the term ‘Federal share’ means, with respect to the
costs of teacher training programs authorized in sub-
section (a), 50 percent of such costs to the contractor.
‘‘(2) WAIVER.—The Secretary may waive the
provisions of paragraph (1) on a case-by-case basis if
the National Advisory Board described in subsection
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(f) determines, on the basis of financial need, that
such waiver is necessary.
‘‘(3) MAXIMUM.—The Federal share of the costs
of teacher training programs conducted pursuant to
subsection (a) may not exceed $40,000 for any one
contractor, or $200,000 for a statewide program ad-
ministered by any one contractor in at least five sites
throughout the State.
‘‘(e) CLASSROOM TEACHER GRANTS.—
‘‘(1) 
IN
GENERAL.—The 
National 
Writing
Project may reserve an amount not to exceed 5 per-
cent of the amount appropriated pursuant to the au-
thority of this section to make grants, on a competi-
tive basis, to elementary and secondary school teach-
ers to enable such teachers to—
‘‘(A) conduct classroom research;
‘‘(B) publish models of student writing;
‘‘(C) conduct research regarding effective
practices to improve the teaching of writing; and
‘‘(D) conduct other activities to improve the
teaching and uses of writing.
‘‘(2) SUPPLEMENT AND NOT SUPPLANT.—Grants
awarded pursuant to paragraph (1) shall be used to
supplement and not supplant State and local funds
available for the purposes set forth in paragraph (1).
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‘‘(3) MAXIMUM
GRANT
AMOUNT.—Each grant
awarded pursuant to this subsection shall not exceed
$2,000.
‘‘(f) NATIONAL ADVISORY BOARD.—
‘‘(1) ESTABLISHMENT.—The National Writing
Project shall establish and operate a National Advi-
sory Board.
‘‘(2) COMPOSITION.—The National Advisory
Board established pursuant to paragraph (1) shall
consist of—
‘‘(A) national educational leaders;
‘‘(B) leaders in the field of writing; and
‘‘(C) such other individuals as the National
Writing Project deems necessary.
‘‘(3) DUTIES.—The National Advisory Board es-
tablished pursuant to paragraph (1) shall—
‘‘(A) advise the National Writing Project on
national issues related to student writing and
the teaching of writing;
‘‘(B) review the activities and programs of
the National Writing Project; and
‘‘(C) support the continued development of
the National Writing Project.
‘‘(g) EVALUATION.—The Secretary shall conduct an
independent evaluation by grant or contract of the teacher
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training programs administered pursuant to this Act in ac-
cordance with section 10701. Such evaluation shall specify
the amount of funds expended by the National Writing
Project and each contractor receiving assistance under this
section for administrative costs. The results of such evalua-
tion shall be made available to the appropriate committees
of the Congress.
‘‘(h) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated for the grant to the Na-
tional Writing Project, $4,000,000 for fiscal year 1995, and
such sums as may be necessary for each of the 4 succeeding
fiscal years, to carry out the provisions of this section.
‘‘PART C—SUPPORT AND ASSISTANCE FOR ESEA
PROGRAMS
‘‘Subpart 1—Comprehensive Regional Centers
‘‘SEC. 2301. FINDINGS.
‘‘The Congress finds that—
‘‘(1) high-quality technical assistance can en-
hance the improvements in teaching and learning
achieved through the implementation of programs as-
sisted under this Act;
‘‘(2) comprehensive technical assistance is an es-
sential ingredient of the overall strategy of the Im-
proving America’s Schools Act of 1994 to improve
programs and to provide all children opportunities to
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meet challenging State content standards and chal-
lenging State student performance standards;
‘‘(3) States, local educational agencies, and
schools serving students with special needs, such as
students with limited-English proficiency and stu-
dents with disabilities, have great need for com-
prehensive technical assistance in order to use funds
under this Act to provide such students with opportu-
nities to learn to challenging State content standards
and challenging State student performance standards;
‘‘(4) current technical assistance efforts are frag-
mented and categorical in nature, and thus fail to ad-
dress adequately the needs of States and local edu-
cational agencies for help in integrating into a coher-
ent strategy for improving teaching and learning the
various programs under this Act with State and local
programs and other education reform efforts;
‘‘(5) too little creative use is made of technology
as a means of providing information and assistance
in a cost-effective way;
‘‘(6) comprehensive technical assistance can help
schools and school systems focus on improving oppor-
tunities for all children to meet challenging State con-
tent standards and challenging State student perform-
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ance standards, as such schools and systems imple-
ment programs under this Act;
‘‘(7) comprehensive technical assistance will pro-
vide one-stop shopping to help States, local edu-
cational agencies, participating colleges and univer-
sities, and schools integrate Federal, State, local edu-
cation and pupil services programs in ways that con-
tribute to improving schools and entire school sys-
tems; and
‘‘(8) technical assistance in support of programs
assisted under this Act should be coordinated with the
Department’s regional offices, the regional educational
laboratories, and other technical assistance efforts
supported by the Department.
‘‘SEC. 2302. PURPOSE.
‘‘The purpose of this part is to make available to
States, local educational agencies, schools, and other recipi-
ents of funds under this Act technical assistance in—
‘‘(1) administering and implementing programs
authorized by this Act;
‘‘(2) implementing school reform programs; and
‘‘(3) coordinating such programs with other Fed-
eral, State, and local education activities, so that all
students are provided opportunities to meet challeng-
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ing State content standards and challenging State
student performance standards.
‘‘SEC. 2303. PROGRAM AUTHORIZED.
‘‘(a) COMPREHENSIVE
REGIONAL
CENTERS.—Not-
withstanding section 6205, the Secretary is authorized to
establish one center in each of the Department’s ten regions,
and one center at the Pacific Regional Education Labora-
tory in Honolulu, Hawaii, and may establish field offices
for each such center, in order to provide comprehensive tech-
nical assistance to States, local educational agencies,
schools, and other recipients of funds under this Act in the
administration and implementation of programs author-
ized by this Act. In allocating resources among the centers,
the Secretary shall consider the geographic distribution of
students with special needs.
‘‘(b) TECHNOLOGY-BASED TECHNICAL ASSISTANCE.—
The Secretary is authorized to provide a technology-based
technical assistance service that will—
‘‘(1) support the administration and implemen-
tation of programs authorized by this Act by provid-
ing information, including legal and regulatory infor-
mation, and technical guidance and information
about best practices; and
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‘‘(2) be accessible to all States, local educational
agencies, schools, community-based organizations, and
others who are recipients of funds under this Act.
‘‘SEC. 2304. ELIGIBLE ENTITIES.
‘‘The Secretary may carry out this part directly or
through grants to, or contracts or cooperative agreements
with, public or private agencies or organizations or consor-
tia of such agencies and organizations.
‘‘SEC. 2305. COMPREHENSIVE REGIONAL CENTERS.
‘‘Each comprehensive regional center established under
section 2303(a) shall—
‘‘(1) maintain staff expertise in at least all of the
following areas:
‘‘(A) instruction, curriculum improvement,
school reform, pupil services, and other aspects of
title I;
‘‘(B) meeting the needs of children served
under this Act, including children in high-pov-
erty areas, migratory children, children with
limited-English proficiency, neglected or delin-
quent children, homeless children and youth, In-
dian children, and children with disabilities;
‘‘(C) professional development for teachers,
pupil services personnel, other school staff, and
administrators to help students meet challenging
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State content standards and challenging State
student performance standards;
‘‘(D) bilingual education, including pro-
grams that emphasize English and native lan-
guage proficiency, and promote multicultural
understanding;
‘‘(E) safe and drug-free schools;
‘‘(F) educational applications of technology;
‘‘(G) parent involvement and participation;
‘‘(H) the reform of schools and school sys-
tems;
‘‘(I) the special needs of students living in
rural areas and the special needs of local edu-
cational agencies serving rural areas; and
‘‘(J) program evaluation;
‘‘(2) ensure that technical assistance staff have
sufficient training, knowledge, and expertise in how
to integrate and coordinate programs assisted under
this Act, as well as integrating and coordinating pro-
grams assisted under this Act with other Federal,
State, and local programs and reforms;
‘‘(3) work collaboratively with the Department’s
regional offices;
‘‘(4) provide technical assistance using the high-
est quality and most cost-effective strategies possible;
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‘‘(5) provide information and assistance regard-
ing exemplary and promising practices;
‘‘(6) work collaboratively, and coordinate the
services such center provides, with the general reform
assistance provided by the regional educational lab-
oratories and the National Diffusion Network State
Facilitators supported by the Office of Educational
Research and Improvement; and
‘‘(7) consult with representatives of State edu-
cational agencies, local educational agencies, and
populations served under this Act.
‘‘SEC. 2306. INFORMATION COLLECTION AND EVALUATION.
‘‘The Secretary shall evaluate activities assisted under
this part, and shall report to the President and the Congress
on the effectiveness of such activities by January 1, 1998.
‘‘SEC. 2307. TRANSITION.
‘‘(a) IN GENERAL.—The Secretary shall use funds ap-
propriated to carry out this part for at least fiscal years
1995 and 1996 in order to ensure an orderly transition and
phase-in of the comprehensive regional centers assisted
under this subpart.
‘‘(b) EXTENSION OF PREVIOUS CENTERS.—In accord-
ance with subsection (a), and notwithstanding any other
provisions of law, the Secretary shall use funds appro-
priated to carry out this part to draw on the expertise of
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staff and services from existing categorical assistance cen-
ters assisted under this Act (as such Act was in existence
on the day preceding the date of enactment of the Improving
America’s Schools Act of 1994) and, where appropriate and
feasible, to continue to support, through grants or the exten-
sion of awards, such centers in order to ensure that services
will not be interrupted, curtailed, or substantially dimin-
ished.
‘‘SEC. 2308. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this subpart, there
are authorized to be appropriated $70,000,000 for fiscal
year 1995 and such sums as may be necessary for each of
the 4 succeeding fiscal years.
‘‘Subpart 2—National Diffusion Network
‘‘SEC. 2311. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—In order to increase the effective-
ness of the comprehensive regional centers established under
subpart 1 and to promote school reform, the Secretary shall
carry out a State-based outreach, consultation, and dissemi-
nation program through the National Diffusion Network
and its State Facilitators. To carry out such program, the
Secretary shall make one or more awards in each State to
public educational agencies or public or private nonprofit
educational organizations or institutions to assist State
and local educational agencies, schools, and other appro-
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priate educational entities in that State to identify and im-
plement exemplary or promising educational programs and
practices.
‘‘(b) STATE FACILITATOR ACTIVITIES.—The National
Diffusion Network State Facilitators for each State shall—
‘‘(1) identify educational programs and practices
for possible dissemination throughout the State and
Nation;
‘‘(2) identify needs for assistance throughout the
State, including educational technology needs;
‘‘(3) provide professional development and tech-
nical assistance services;
‘‘(4) promote and facilitate teacher networks
throughout the State; and
‘‘(5) provide such other outreach, coordination,
and dissemination services as may be necessary to
achieve the purposes of this subpart.
‘‘(c) COORDINATION AND ADMINISTRATION.—
‘‘(1) COORDINATION.—The National Diffusion
Network State Facilitators shall work in close co-
operation, and coordinate their activities, with the
comprehensive regional centers established under sub-
part 1.
‘‘(2) ADMINISTRATION.—The National Diffusion
Network State Facilitators program shall be adminis-
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tered by the Office of Reform Assistance and Dissemi-
nation established under section 941(b) of the Edu-
cational Research, Development, Dissemination, and
Improvement Act of 1994.
‘‘(d) NATIONAL
DIFFUSION
NETWORK
EFFECTIVE
PROGRAMS AND PROMISING PRACTICES SYSTEM.—The Sec-
retary shall develop a system of validating effective pro-
grams and promising practices for dissemination through
the National Diffusion Network. Such system may include
exemplary programs funded through any office of the De-
partment, the National Science Foundation, or other Fed-
eral agencies. Such system shall be coordinated, aligned
with, and administered by the Office of Reform Assistance
and Dissemination established under section 941(b) of the
Educational Research, Development, Dissemination, and
Improvement Act of 1994. The Secretary shall give priority
to identifying, validating, and disseminating effective
schoolwide projects, programs addressing the needs of high
poverty schools, and programs with the capacity to offer
high-quality, sustained technical assistance. The Office of
Educational Research and Improvement Office of Reform
Assistance and Dissemination shall also administer a grant
program for the purpose of dissemination and the provision
of technical assistance regarding such system.
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‘‘SEC. 2312. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this subpart, there
are authorized to be appropriated $25,000,000 for fiscal
year 1995 and such sums as may be necessary for each of
the 4 succeeding fiscal years.
‘‘Subpart 3—Eisenhower Regional Mathematics and
Science Education Consortiums
‘‘SEC. 2321. PROGRAM ESTABLISHED.
‘‘(a) IN GENERAL.—
‘‘(1) GRANTS AUTHORIZED.—The Secretary, in
consultation with the Director of the National Science
Foundation, is authorized to award grants or con-
tracts to eligible entities to enable such entities to es-
tablish and operate regional mathematics and science
education consortia for the purpose of—
‘‘(A) disseminating exemplary mathematics
and science education instructional materials;
and
‘‘(B) providing technical assistance for the
implementation of teaching methods and assess-
ment tools for use by elementary and secondary
school students, teachers and administrators.
‘‘(2) NUMBER.—The Secretary shall, in accord-
ance with the provisions of this section, award at
least 1 grant or contract to an eligible entity in each
region.
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‘‘(3) SPECIAL RULE.—In any fiscal year, if the
amount made available pursuant to section 2328 is
less than $4,500,000, then the Secretary may waive
the provisions of paragraph (2) and award grants or
contracts of sufficient size, scope and quality to carry
out this section.
‘‘(4) DESIGNATION.—Each regional consortium
assisted under this section shall be known as an ‘Ei-
senhower regional consortium’.
‘‘(b) GRANT TERM AND REVIEW.—Grants or contracts
under this subpart shall be awarded for a period of not
more than 5 years and shall be reviewed before the end of
the 30-month period beginning on the date the grant or con-
tract is awarded. Grants or contracts under this subpart
shall be awarded before the end of the 12-month period be-
ginning on the date of the enactment of an Act making ap-
propriations to carry out the provisions of this subpart.
‘‘(c) AMOUNT.—In awarding grants or contracts under
this subpart, the Secretary shall assure that there is a rel-
atively equal distribution of the funds made available
among the regions, but the Secretary may award additional
funds to a regional consortium on the basis of population
and geographical conditions of the region being served.
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‘‘SEC. 2322. USE OF FUNDS.
‘‘Funds provided under this subpart may be used by
a regional consortium, under the direction of a regional
board established pursuant to section 2324, to—
‘‘(1) work cooperatively with the other regional
consortiums and the Eisenhower National Clearing-
house for Science and Mathematics Education estab-
lished under section 2123 to more effectively accom-
plish the activities described in this section;
‘‘(2) assist, train and provide technical assist-
ance to classroom teachers, administrators, and other
educators to identify, implement, assess or adapt the
instructional materials, teaching methods and assess-
ment tools described in paragraph (1);
‘‘(3) provide for the training of classroom teach-
ers to enable such teachers to instruct other teachers,
administrators, and educators in the use of the in-
structional materials, teaching methods and assess-
ment tools described in paragraph (1) in the class-
room;
‘‘(4) when necessary, provide financial assistance
to enable teachers and other educators to attend and
participate in the activities of the regional consor-
tium;
‘‘(5) implement programs and activities designed
to meet the needs of groups that are underrepresented
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in, and underserved by, mathematics and science edu-
cation;
‘‘(6) assist State and local educational agencies
in identifying science equipment needs and help such
agencies or consortia thereof assess the need for and
desirability of regional mathematics and science
academies;
‘‘(7) develop and disseminate early childhood
education mathematics and science instructional ma-
terials;
‘‘(8) disseminate information regarding informal
mathematics and science education activities and pro-
grams offered by Federal agencies and private or pub-
lic agencies and institutions within the region;
‘‘(9) collect data on activities assisted under this
subpart in order to evaluate the effectiveness of the ac-
tivities of the regional consortiums;
‘‘(10) identify exemplary teaching practices and
materials from within the region and communicate
such practices and materials to the Eisenhower Na-
tional Clearinghouse for Mathematics and Science
Education;
‘‘(11) communicate, on a regular basis, with en-
tities within the region who are delivering services to
students and teachers of mathematics and science;
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‘‘(12) assist in the development and evaluation of
State and regional plans and activities that hold
promise of bringing about systemic reform in student
performance in mathematics and science; and
‘‘(13) increase the use of informal education enti-
ties (such as science technology centers, museums, li-
braries, Saturday academies, and 4H programs) for
educational purposes to expand student knowledge
and understanding.
‘‘SEC. 2323. APPLICATION AND REVIEW.
‘‘(a) IN GENERAL.—Each eligible entity desiring a
grant or contract under this subpart shall submit an appli-
cation to the Secretary at such time, in such manner, and
accompanied by such additional information as the Sec-
retary may reasonably require. Each such application
shall—
‘‘(1) demonstrate that the eligible entity has
demonstrated expertise in the fields of mathematics
and science education;
‘‘(2) demonstrate that the eligible entity shall
implement and disseminate mathematics and science
education instructional materials, teaching methods,
and assessment tools through a consortium of the re-
gion’s mathematics and science education organiza-
tions and agencies;
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‘‘(3) demonstrate that the eligible entity shall
carry out the functions of the regional consortium;
‘‘(4) demonstrate that emphasis will be given to
programs and activities designed to meet the needs of
groups that are underrepresented in, and underserved
by, mathematics and science education;
‘‘(5) demonstrate that the business community in
the region served by the regional consortium will play
an integral role in designing and supporting the re-
gional consortium’s work;
‘‘(6) demonstrate that the eligible entity will con-
sider the resources of existing Star Schools consortia
established pursuant to the Star Schools Program As-
sistance Act in carrying out the provisions of this
subpart, where appropriate; and
‘‘(7) assure that the entity will conduct its ac-
tivities and supervise its personnel in a manner that
effectively ensures compliance with the copyright laws
of the United States under title 17, United States
Code.
‘‘(b) APPROVAL OF APPLICATION.—
‘‘(1) IN GENERAL.—The Secretary shall approve
or disapprove applications submitted pursuant to
subsection (a) in accordance with the criteria and
procedures established under paragraph (2).
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‘‘(2) PROCEDURES
AND
CRITERIA.—The Sec-
retary shall develop procedures and criteria designed
to ensure that grants or contracts are awarded on the
basis of merit as determined by the competitive peer
review process described in paragraph (3).
‘‘(3) NATIONAL PANEL.—(A) The Secretary, in
consultation with the Director, shall establish a na-
tional panel, or to the extent necessary, panels, to
submit to the Secretary recommendations for awards
of grants or contracts under this subpart. The Sec-
retary shall appoint the members of such panel or
panels.
‘‘(B) Each panel appointed under subparagraph
(A) shall include participation, to the extent feasible,
from each region.
‘‘SEC. 2324. REGIONAL BOARDS.
‘‘(a) IN GENERAL.—Each eligible entity receiving a
grant or contract under this subpart shall establish a re-
gional board to oversee the administration and establish-
ment of program priorities for the regional consortium es-
tablished by such eligible entity. Such regional board shall
be broadly representative of the agencies and organizations
participating in the regional consortium.
‘‘(b) PROHIBITION ON USE OF FEDERAL FUNDS.—No
Federal funds may be used for the establishment or oper-
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ation of a regional board required by subsection (a), except
that at the discretion of a regional board, Federal funds
may be used to provide assistance such as travel and accom-
modations for board members who could not otherwise af-
ford to participate as members of the board.
‘‘SEC. 2325. PAYMENTS; FEDERAL SHARE; NON-FEDERAL
SHARE.
‘‘(a) PAYMENTS.—The Secretary shall pay to each eli-
gible entity having an application approved under section
2323 the Federal share of the cost of the activities described
in the application.
‘‘(b) FEDERAL SHARE.—For the purpose of subsection
(a), the Federal share shall be 80 percent.
‘‘(c) NON-FEDERAL SHARE.—The non-Federal share of
the cost of activities described in the application submitted
pursuant to this section may be in cash or in kind, fairly
evaluated. At least 10 percent of such non-Federal share
shall be from sources other than the Federal Government
or State or local government.
‘‘SEC. 2326. EVALUATION.
‘‘(a) 
EVALUATION
REQUIRED.—The 
Secretary,
through the Office of Educational Research and Improve-
ment and in accordance with section 10701, shall collect
sufficient data on, and evaluate the effectiveness of, the ac-
tivities of each regional consortium.
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‘‘(b) ASSESSMENT.—The evaluations described in
paragraph (1) shall include an assessment of the effective-
ness of the regional consortium in meeting the needs of the
schools, teachers, administrators and students in the region.
‘‘(c) REPORT.—At the end of each grant or contract
period, the Secretary shall submit to the Congress a report
on the effectiveness of the programs conducted at each re-
gional consortium.
‘‘SEC. 2327. DEFINITIONS.
‘‘For purposes of this subpart:
‘‘(1) The term ‘eligible entity’ means—
‘‘(A) a private nonprofit organization of
demonstrated effectiveness;
‘‘(B) an institution of higher education;
‘‘(C) an elementary or secondary school;
‘‘(D) a State or local educational agency;
‘‘(E) a regional educational laboratory in
consortium with the research and development
center established under section 931(c)(1)(B)(i)
of the Educational Research, Development, Dis-
semination, and Improvement Act of 1994; or
‘‘(F) any combination of the entities de-
scribed in subparagraphs (A) through (E),
with demonstrated expertise in mathematics and
science education.
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‘‘(2) The terms ‘mathematics’ and ‘science’ in-
clude the technology education associated with such
mathematics and science, respectively.
‘‘(3) The term ‘region’ means a region of the
United States served by a regional education labora-
tory that is supported by the Secretary pursuant to
section 405(d)(4)(A)(i) of the General Education Pro-
visions Act (as such section was in existence on the
day preceding the date of enactment of the Goals
2000: Educate America Act.
‘‘(4) The term ‘regional consortium’ means each
regional mathematics and science education consor-
tium established pursuant to section 2311.
‘‘(5) The term ‘State agency for higher edu-
cation’ means the State board of higher education or
other agency or officer primarily responsible for the
State supervision of higher education, or, if there is
no such officer or agency, an officer or agency des-
ignated for the purpose of this title by the Governor
or by State law.
‘‘SEC. 2328. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $23,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
subpart.
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‘‘PART D—TERRITORIAL TEACHER TRAINING
PROGRAM
‘‘SEC. 2401. TERRITORIAL TEACHER TRAINING PROGRAM.
‘‘There are authorized to be appropriated $2,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, for the purpose
of assisting teacher training programs in Guam, American
Samoa, the Virgin Islands, the Commonwealth of the North-
ern Mariana Islands, the Republic of the Marshall Islands,
the Federated States of Micronesia, and Palau. From the
sums appropriated pursuant to this section the Secretary
shall make grants and enter into contracts for the purpose
of providing training to teachers in schools in Guam, Amer-
ican Samoa, the Virgin Islands, the Commonwealth of the
Northern Mariana Islands, the Republic of the Marshall Is-
lands, the Federated States of Micronesia, and Palau. The
Secretary may make grants to or contracts with any orga-
nization considered qualified to provide training for teach-
ers in such schools and shall allot such sums among such
territories on the basis of the need for such training.
‘‘PART E—TELECOMMUNICATIONS
DEMONSTRATION PROJECT FOR MATHEMATICS
‘‘SEC. 2501. PROJECT AUTHORIZED.
‘‘The Secretary is authorized to make grants to a non-
profit telecommunications entity, or partnership of such en-
tities, for the purpose of carrying out a national tele-
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communications-based demonstration project to improve the
teaching of mathematics. The demonstration project author-
ized by this part shall be designed to assist elementary and
secondary school teachers in preparing all students for
achieving State content standards.
‘‘SEC. 2502. APPLICATION REQUIRED.
‘‘(a) IN GENERAL.—Each nonprofit telecommuni-
cations entity, or partnership of such entities, desiring a
grant under this part shall submit an application to the
Secretary. Each such application shall—
‘‘(1) demonstrate that the applicant will use the
existing publicly funded telecommunications infra-
structure to deliver video, voice and data in an inte-
grated service to train teachers in the use of new
standards-based curricula materials and learning
technologies;
‘‘(2) assure that the project for which assistance
is sought will be conducted in cooperation with ap-
propriate State educational agencies, local edu-
cational agencies, State or local nonprofit public tele-
communications entities, and a national mathematics
education professional association that has developed
content standards;
‘‘(3) assure that a significant portion of the ben-
efits available for elementary and secondary schools
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from the project for which assistance is sought will be
available to schools of local educational agencies
which have a high percentage of children counted for
the purpose of part A of title I; and
‘‘(4) contain such additional assurances as the
Secretary may reasonably require.
‘‘(b) APPROVAL OF APPLICATIONS; NUMBER OF DEM-
ONSTRATION SITES.—In approving applications under this
section, the Secretary shall assure that the demonstration
project authorized by this subpart is conducted at elemen-
tary and secondary school sites in at least 15 States.
‘‘SEC. 2503. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated to carry out
this part, $5,000,000 for the fiscal year 1995, and such
sums as may be necessary for each of the 4 succeeding fiscal
years.
‘‘TITLE III—TECHNOLOGY FOR
EDUCATION
‘‘SEC. 3001. SHORT TITLE.
‘‘This title may be cited as the ‘Technology for Edu-
cation Act of 1994’.
‘‘PART A—TECHNOLOGY FOR EDUCATION FOR
ALL STUDENTS
‘‘SEC. 3111. FINDINGS.
‘‘The Congress finds that—
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‘‘(1) technology applications can help propel our
Nation’s school systems into very immediate and dra-
matic reform, without which our Nation will not meet
the National Education Goals by the target year
2000;
‘‘(2) creative uses of technology can reshape our
Nation’s outdated method of providing education and
empower teachers to create an environment where stu-
dents can be challenged through rigorous, rich class-
room instruction at a pace that suits the learning
style of each student;
‘‘(3) the acquisition and use of technology in
education throughout the United States has been in-
hibited by—
‘‘(A) the limited exposure of students and
teachers to the power of technology as a cost-ef-
fective tool to improve student learning and
achievement;
‘‘(B) the inability of many State and local
educational agencies to invest in and support
needed technologies;
‘‘(C) the lack of appropriate electrical and
telephone connections in the classroom; and
‘‘(D) the limited availability of technology-
enhanced curriculum, professional development
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and administrative support resources and serv-
ices in the educational marketplace;
‘‘(4) advancements in technology offer new op-
portunities to promote partnerships among teachers,
administrators, students, parents, communities, and
industry in the quest for knowledge and the process
of learning;
‘‘(5) technology, when used as an essential tool
in the learning process, will help cultivate and main-
tain a technologically literate citizenry and inter-
nationally competitive work force;
‘‘(6) the Department of Education, 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 through-
out all educational programs;
‘‘(7) Federal support can ease the burden at the
State and local levels by enabling the acquisition of
advanced technology and initiating the development
of teacher training and support as well as new edu-
cational products;
‘‘(8) leadership at the Federal level should con-
sider guidelines to ensure that educational technology
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is accessible to all users with maximum interoper-
ability nationwide;
‘‘(9) policies at the Federal, State, and local lev-
els concerning technology in education must address
disparities in the availability of technology to dif-
ferent groups of students and make it a priority to
serve those students in greatest need;
‘‘(10) continuing professional development for
teachers and administrators requires ongoing expo-
sure to advancements in technology in order to keep
such teachers and administrators excited and knowl-
edgeable about the unfolding opportunities for the
classroom; and
‘‘(11) the increasing use of new technologies and
telecommunications 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.
‘‘SEC. 3112. STATEMENT OF PURPOSE.
‘‘It is the purpose of this part—
‘‘(1) to promote equal access for all students to
educational opportunities through advances in tech-
nology, including the information infrastructure, in
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order to achieve the National Education Goals by the
year 2000;
‘‘(2) to provide funding that will assist activities
undertaken by the State and local school districts to
promote and provide equipment, teacher training,
and technical support;
‘‘(3) to support technical assistance, professional
development, information and resource dissemination,
in order to help States, local school districts, and
teachers successfully integrate technology into kinder-
garten through 12th grade classrooms;
‘‘(4) to support the development of educational
and instructional programming in core subject areas,
which programming shall address the National Edu-
cation Goals;
‘‘(5) to offer opportunities for creative partner-
ships within the marketplace in order to develop
state-of-the-art educational technology products that
promote the use of advanced technologies in the class-
room;
‘‘(6) to avoid duplication and the development of
incompatible systems by strengthening and building
upon existing telecommunications infrastructures
dedicated to educational purposes; and
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‘‘(7) to ensure that uses of educational technology
are consistent with the overall national technology
policy established by the President.
‘‘SEC. 3113. DEFINITIONS.
‘‘For the purpose of this part—
‘‘(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, in-
cluding disadvantaged students, students with diverse
racial, ethnic, and cultural backgrounds, students
with disabilities, students with limited-English pro-
ficiency, students who have dropped out of school, and
academically talented students;
‘‘(3) the term ‘information infrastructure’ means
a network of communication systems designed to ex-
change 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 communica-
tions, including multimedia based resources distrib-
uted through interactive, command and control, or
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passive methods for the purpose of education and in-
struction;
‘‘(5) the terms ‘interoperable’ and ‘interoper-
ability’ refer to the ability to exchange easily data
with, and connect to, other hardware and software in
order to provide the greatest accessibility for all stu-
dents and other users;
‘‘(6) the term ‘local educational agency’ includes
an elementary or secondary school funded by the Bu-
reau of Indian Affairs, except that such schools shall
not be subject to the jurisdiction of any State edu-
cational agency other than the Bureau of Indian Af-
fairs;
‘‘(7) the term ‘Office’ means the Office of Edu-
cational Technology;
‘‘(8) the term ‘public telecommunications entity’
has the same meaning given to such term by section
397(12) of the Communications Act of 1934;
‘‘(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 ac-
cordance with this part; and
‘‘(10) the term ‘technology’ means state-of-the-art
technology products and services, such as closed cir-
cuit television systems, educational television and
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radio programs and services, cable television, satellite,
copper and fiber optic transmission, computer, video
and audio laser and CD-ROM discs, and video and
audio tapes.
‘‘Subpart 1—National Programs in Technology for
Education
‘‘SEC. 3121. PURPOSES.
‘‘It is the purpose of this subpart to promote achieve-
ment of the National Education Goals and—
‘‘(1) to provide leadership at the Federal level,
through the Department, by developing a national vi-
sion and strategy—
‘‘(A) to infuse technology and technology
planning into all educational programs and
training functions carried out within school sys-
tems and other educational settings at the State,
tribal, and local levels;
‘‘(B) to coordinate technology activities for
education among the related Federal and State
departments or agencies, industry leaders, and
interested educational and parental organiza-
tions;
‘‘(C) to establish working guidelines to en-
sure maximum interoperability nationwide and
ease of access for the emerging technologies so
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that no school system will be excluded from the
technological revolution; and
‘‘(D) to ensure that Federal technology-re-
lated policies and programs facilitate the use of
technology in education;
‘‘(2) to promote awareness of the potential of
technology for improving teaching and learning;
‘‘(3) to support State and local efforts to increase
the effective use of technology for education;
‘‘(4) to demonstrate ways in which technology
can be used to improve teaching and learning, and to
help ensure that all students have an equal oppor-
tunity to meet challenging State education standards;
‘‘(5) to ensure the availability and dissemination
of knowledge (drawn from research and experience)
that can form the basis for sound State and local de-
cisions about investment in, and effective uses of, edu-
cational technology;
‘‘(6) to promote high-quality professional devel-
opment opportunities for teachers, pupil-services per-
sonnel and administrators regarding the integration
of technology into instruction and administration;
‘‘(7) to support development, production, and
distribution of technology enhanced curriculum, and
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instruction and administrative support resources and
services;
‘‘(8) to promote the effective uses of technology in
existing Federal education programs, such as part A
of title I and vocational education programs; and
‘‘(9) to monitor, and disseminate information re-
garding, advancements in technology to encourage the
development of effective educational uses of technology.
‘‘SEC. 3122. FEDERAL LEADERSHIP.
‘‘(a) ACTIVITIES AUTHORIZED.—
‘‘(1) IN GENERAL.—In order to provide Federal
leadership that promotes higher student achievement
through the use of technology in education and to
achieve the purposes of this subpart, the Secretary, in
consultation with the Office of Science and Tech-
nology Policy, the National Science Foundation, the
United States National Commission on Libraries and
Information Sciences, the Department of Commerce,
the Department of Energy, the National Aeronautics
and Space Administration, the Bureau of Indian Af-
fairs, and other appropriate Federal departments or
agencies, may carry out activities designed to achieve
the purposes of this subpart.
‘‘(2) TRANSFER OF FUNDS.—For the purpose of
carrying out coordinated or joint activities to achieve
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the purposes of this subpart, the Secretary may accept
funds from, or transfer funds to, other Federal depart-
ments or agencies.
‘‘(b) NATIONAL LONG-RANGE TECHNOLOGY PLAN.—
‘‘(1) IN GENERAL.—The Secretary shall develop
and publish within 12 months of the date of enact-
ment of the Improving America’s Schools Act of 1994,
and update when the Secretary determines appro-
priate, a national long-range plan that supports the
overall national technology policy and carries out the
purposes of this subpart.
‘‘(2) 
PLAN
REQUIREMENTS.—The 
Secretary
shall—
‘‘(A) develop the national long-range plan
in consultation with other Federal departments
or agencies, State and local education practition-
ers and policymakers, experts in technology and
the applications of technology to education, rep-
resentatives of distance learning consortia, rep-
resentatives of telecommunications partnerships
receiving assistance under the Star Schools Act,
and providers of technology services and prod-
ucts;
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‘‘(B) transmit such plan to the President
and to the appropriate committees of the Con-
gress; and
‘‘(C) publish such plan in a form that is
readily accessible to the public.
‘‘(3) CONTENTS
OF
THE
PLAN.—The national
long-range plan shall describe the Secretary’s activi-
ties to promote the purposes of this subpart, includ-
ing—
‘‘(A) how the Secretary will encourage the
effective use of technology to provide all students
the opportunity to achieve State content stand-
ards and State student performance standards,
especially through programs administered by the
Department;
‘‘(B) joint activities in support of the over-
all national technology policy with other Federal
departments or agencies, such as the Office of
Science and Technology Policy, the National En-
dowment for the Humanities, the National En-
dowment for the Arts, the National Institute for
Literacy, the National Aeronautics and Space
Administration, the National Science Founda-
tion, the Bureau of Indian Affairs, and the De-
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partments of Commerce, Energy, Health and
Human Services, and Labor—
‘‘(i) to promote the use of technology in
education, and training and lifelong learn-
ing, including plans for the educational
uses of a national information infrastruc-
ture; and
‘‘(ii) to ensure that the policies and
programs of such departments or agencies
facilitate the use of technology for edu-
cational purposes, to the extent feasible;
‘‘(C) how the Secretary will work with edu-
cators, State and local educational agencies, and
appropriate representatives of the private sector
to facilitate the effective use of technology in edu-
cation;
‘‘(D) how the Secretary will promote—
‘‘(i) higher achievement of all students
through the integration of technology into
the curriculum;
‘‘(ii) 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;
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‘‘(iii) the use of technology to assist in
the implementation of State systemic reform
strategies;
‘‘(iv) the application of technological
advances to use in education;
‘‘(v) increased access to high quality
adult and family education services through
the use of technology for instruction and
professional development; and
‘‘(vi) increased opportunities for the
professional development of teachers in the
use of new technologies;
‘‘(E) how the Secretary will determine, in
consultation with appropriate individuals, orga-
nizations, industries, and agencies, the feasibility
and desirability of establishing guidelines to fa-
cilitate an easy exchange of data and effective
use of technology in education;
‘‘(F) how the Secretary will promote the ex-
change of information among States, local edu-
cational agencies, schools, consortia, and other
entities concerning the effective use of technology
in education;
‘‘(G) how the Secretary will utilize the out-
comes of the evaluation undertaken pursuant to
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section 3206(c)(2) to promote the purposes of this
subpart; and
‘‘(H) the Secretary’s long-range measurable
goals and objectives relating to the purposes of
this subpart.
‘‘(c) ASSISTANCE.—The Secretary shall provide assist-
ance to the States to enable such States to plan effectively
for the use of technology in all schools throughout the State
in accordance with the purpose and requirements of section
317 of the Goals 2000: Educate America Act.
‘‘(d) USES OF FUNDS.—
‘‘(1) IN
GENERAL.—The Secretary shall use
funds made available to carry out this section for ac-
tivities designed to carry out the purpose of this sub-
part, including—
‘‘(A) providing assistance to technical as-
sistance providers to enable such providers to im-
prove substantially the services such providers
offer to educators regarding the uses of tech-
nology for education, including professional de-
velopment;
‘‘(B) consulting with representatives of in-
dustry, elementary and secondary education,
adult education, higher education, and appro-
priate experts in technology and the educational
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applications of technology, in carrying out the
activities assisted under this subpart;
‘‘(C) research on, and the development of,
guidelines to facilitate maximum interoper-
ability, efficiency and easy exchange of data for
effective use of technology in education;
‘‘(D) research on, and the development of,
applications for education of the most advanced
and newly emerging technologies;
‘‘(E) the development, demonstration, and
evaluation of applications of existing technology
in preschool education, elementary and second-
ary education, training and lifelong learning,
and professional development of educational per-
sonnel;
‘‘(F) the development and evaluation of soft-
ware and other products, including multimedia
television programming, that incorporate ad-
vances in technology and help achieve the Na-
tional Education Goals, State content standards
and State student performance standards;
‘‘(G) the development, demonstration, and
evaluation of model strategies for preparing
teachers and other personnel to use technology ef-
fectively to improve teaching and learning;
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‘‘(H) the development of model programs
that demonstrate the educational effectiveness of
technology in urban and rural areas and eco-
nomically distressed communities;
‘‘(I) research on, and the evaluation of, the
effectiveness and benefits of technology in edu-
cation, giving priority to research on, and eval-
uation of, such effectiveness and benefits in ele-
mentary and secondary schools;
‘‘(J) a biennial assessment of, and report to
the public regarding, the uses of technology in el-
ementary and secondary education throughout
the United States upon which private businesses
and Federal, State, tribal, and local governments
may rely for decisionmaking about the need for,
and provision of, appropriate technologies in
schools, which assessment and report shall use, to
the extent possible, existing information and re-
sources;
‘‘(K) conferences on, and dissemination of
information regarding, the uses of technology in
education;
‘‘(L) the development of model strategies to
promote gender equity in the use of technology;
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‘‘(M) encouraging collaboration between the
Department and other Federal agencies in the
development, implementation, evaluation and
funding of applications of technology for edu-
cation, as appropriate; and
‘‘(N) such other activities as the Secretary
determines will meet the purposes of this sub-
part.
‘‘(2) SPECIAL RULES.—
‘‘(A) The Secretary shall carry out the ac-
tivities described in paragraph (1) directly or by
grant or contract.
‘‘(B) Each grant or contract under this sec-
tion shall be awarded—
‘‘(i) on a competitive basis; and
‘‘(ii) pursuant to a peer review process.
‘‘(e) NON-FEDERAL SHARE.—
‘‘(1) IN GENERAL.—Subject to paragraphs (2)
and (3), the Secretary may require any recipient of
a grant or contract under this section to share in the
cost of the activities assisted under such grant or con-
tract, which non-Federal share shall be announced
through a notice in the Federal Register and may be
in the form of cash or in-kind contributions, fairly
valued.
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‘‘(2) INCREASE.—The Secretary may increase
the non-Federal share that is required of a recipient
of a grant or contract under this section after the first
year such recipient receives funds under such grant or
contract.
‘‘(3) MAXIMUM.—The non-Federal share required
under this section shall not exceed 50 percent of the
cost of the activities assisted pursuant to a grant or
contract under this section.
‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $5,000,000 for fiscal year
1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this section.
‘‘SEC. 3123. REGIONAL TECHNICAL SUPPORT AND PROFES-
SIONAL DEVELOPMENT.
‘‘(a) GRANTS AUTHORIZED.—
‘‘(1) AUTHORITY.—The Secretary, through the
Office of Educational Technology, shall make grants,
on a competitive basis, to regional educational tech-
nology assistance consortia in accordance with the
provisions of this section. In awarding grants under
this section, the Secretary shall ensure that each geo-
graphic region of the United States shall be served by
such a consortium.
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‘‘(2) REQUIREMENTS.—Each consortium receiv-
ing a grant under this section shall—
‘‘(A) be composed of State educational agen-
cies, institutions of higher education, nonprofit
organizations, or a combination thereof;
‘‘(B) in cooperation with State and local
educational agencies, develop a regional program
that addresses professional development, tech-
nical assistance, and information resource dis-
semination, with special emphasis on meeting
the documented needs of educators and learners
in the region; and
‘‘(C) foster regional cooperation and re-
source and coursework sharing.
‘‘(3) SPECIAL RULE.—Each consortium receiving
a grant under this section shall use not less than 80
percent of the grant funds to carry out paragraph (2)
of subsection (b).
‘‘(b) FUNCTIONS.—
‘‘(1) TECHNICAL ASSISTANCE.—Each consortium
receiving a grant under this section shall—
‘‘(A) collaborate with State educational
agencies and local educational agencies request-
ing collaboration, particularly in the develop-
ment of strategies for assisting those schools with
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the highest numbers or percentages of disadvan-
taged students with little or no access to tech-
nology in the classroom;
‘‘(B) provide information, in coordination
with information available from the Secretary,
to State educational agencies, local educational
agencies, schools and adult education programs,
on the types and features of various educational
technology equipment and software available,
evaluate and make recommendations on equip-
ment and software that support the National
Education Goals and are suited for a school’s
particular needs, and compile and share infor-
mation regarding creative and effective applica-
tions of technology in the classroom in order to
support the purposes of this subpart;
‘‘(C) collaborate with such State educational
agencies, local educational agencies, or schools
requesting to participate in the tailoring of soft-
ware programs and other supporting materials
to meet State content standards or State student
performance standards that may be developed;
and
‘‘(D) provide technical assistance to facili-
tate use of the electronic dissemination networks
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by State and local educational agencies and
schools throughout the region.
‘‘(2) PROFESSIONAL DEVELOPMENT.—Each con-
sortium receiving a grant under this section shall—
‘‘(A) develop and implement, in collabora-
tion with State educational agencies and institu-
tions of higher education, technology-specific, on-
going professional development, such as—
‘‘(i) intensive school year and summer
workshops that use teachers to train other
teachers; and
‘‘(ii) distance educational professional
development, including—
‘‘(I) 
interactive 
training
telecourses using researchers, educators,
and telecommunications personnel who
have experience in developing, imple-
menting, or operating educational and
instructional technology as a learning
tool;
‘‘(II) 
onsite 
courses 
teaching
teachers to use educational and in-
structional technology and to develop
their own instructional materials for
effectively 
incorporating 
technology
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and programming in their own class-
rooms;
‘‘(III) methods for successful inte-
gration of instructional technology into
the curriculum in order to improve
student learning and achievement;
‘‘(IV) video conferences and semi-
nars which offer professional develop-
ment through peer interaction with ex-
perts as well as other teachers using
technologies in their classrooms; and
‘‘(V) mobile education technology
and training resources;
‘‘(B) develop training resources that—
‘‘(i) are relevant to the needs of the re-
gion and schools within the region;
‘‘(ii) are relevant to the needs of adult
literacy staff and volunteers, including on-
site courses on how to—
‘‘(I) use instructional technology;
and
‘‘(II) develop instructional mate-
rials for adult learning; and
‘‘(iii) are aligned with the needs of
teachers and administrators in the region;
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‘‘(C) establish a repository of professional
development and technical assistance resources;
‘‘(D) identify and link technical assistance
providers to State and local educational agen-
cies, as needed;
‘‘(E) provide followup to ensure that train-
ing, professional development, and technical as-
sistance meet the needs of educators, parents and
students served by the region;
‘‘(F) assist colleges and universities within
the region to develop and implement preservice
training programs for students enrolled in teach-
er education programs; and
‘‘(G) assist local educational agencies and
schools in working with community members
and parents to develop support from commu-
nities and parents for educational technology
programs and projects.
‘‘(3) INFORMATION AND RESOURCE DISSEMINA-
TION.—Each consortium receiving a grant under this
section shall—
‘‘(A) assist State and local educational
agencies in the identification and procurement of
financial, technological and human resources
needed to implement technology plans;
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‘‘(B) provide outreach and, at the request of
a State or local educational agency, work with
such agency to assist in the development and val-
idation of instructionally based technology edu-
cation resources; and
‘‘(C) coordinate activities and establish
partnerships with organizations and institutions
of higher education that represent the interests of
the region as such interests pertain to the appli-
cation of technology in teaching, learning, in-
structional management, dissemination, collec-
tion and distribution of educational statistics,
and the transfer of student information.
‘‘(4) COORDINATION.—Each consortium receiving
a grant under this section shall work collaboratively,
and coordinate the services the consortium provides,
with appropriate entities assisted in whole or in part
by the Department.
‘‘(5) AUTHORIZATION
OF
APPROPRIATIONS.—
There are authorized to be appropriated $50,000,000
for the fiscal year 1995, and such sums as may be
necessary for each of the 4 succeeding fiscal years, to
carry out this section.
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‘‘SEC. 3124. EDUCATIONAL TECHNOLOGY PRODUCT DEVEL-
OPMENT.
‘‘(a) PURPOSE.—It is the purpose of this section to—
‘‘(1) support development of curriculum-based
learning resources using state-of-the-art technologies
and techniques designed to improve student learning;
and
‘‘(2) support development of long-term com-
prehensive instructional programming and associated
support resources that ensure maximum access by all
educational institutions.
‘‘(b) FEDERAL ASSISTANCE AUTHORIZED.—
‘‘(1) AUTHORITY.—The Secretary, through the
Office of Educational Technology, shall award grants,
on a competitive basis, to eligible consortia to pay the
Federal share of the cost of developing, producing,
and distributing products consisting of curriculum-
based learning resources, services, and instructional
programming for teachers and students, which incor-
porate state-of-the-art applications of advanced tech-
nology, including educational radio and television.
‘‘(2) ELIGIBLE CONSORTIUM.—For the purpose
of this subsection the term ‘eligible consortium’ means
a consortium—
‘‘(A) that shall include—
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‘‘(i) a State or local educational agen-
cy; and
‘‘(ii) a business, industry or tele-
communications entity; and
‘‘(B) that may include—
‘‘(i) a public or private nonprofit orga-
nization; or
‘‘(ii) a postsecondary institution.
‘‘(3) PRIORITY.—In awarding grants under this
section, the Secretary shall give priority to applica-
tions describing products that are developed—
‘‘(A) so that the product may be adapted
and applied nationally at a reasonable cost over
a broad technology platform;
‘‘(B) to raise the achievement levels of all
students, particularly students who are not real-
izing their potential;
‘‘(C) in consultation with classroom teach-
ers;
‘‘(D) through consultation and collaboration
with appropriate education entities in designing
the product to ensure relevance to the voluntary
national content standards, the voluntary na-
tional student performance standards and State
curriculum frameworks; and
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‘‘(E) so that the product can be adapted for
use by adults in need of literacy services, includ-
ing English as a second language and prepara-
tion for a secondary school diploma or its recog-
nized equivalent.
‘‘(4) MATCHING REQUIREMENT.—The Secretary
may require any recipient of a grant or contract
under this subpart to share in the cost of the activities
assisted under such grant or contract, which non-Fed-
eral share shall be announced through a notice in the
Federal Register and may be in the form of cash or
in-kind contributions, fairly valued.
‘‘(5) REQUIREMENTS
FOR
FEDERAL
ASSIST-
ANCE.—Each eligible consortium desiring Federal as-
sistance under this section shall submit an applica-
tion to the Secretary at such time and in such man-
ner as the Secretary may prescribe. Each application
shall include—
‘‘(A) a description of how the product will
improve the achievement levels of students;
‘‘(B) a description of how the activities as-
sisted under this section will promote profes-
sional development of teachers and administra-
tors in the uses and applications of the product,
including the development of training materials;
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‘‘(C) a description of design, development,
field testing, evaluation, and distribution of
products, where appropriate;
‘‘(D) an assurance that the product shall ef-
fectively serve a significant number or percent-
age of economically disadvantaged students;
‘‘(E) plans for dissemination of products to
a wide audience of learners;
‘‘(F) a description of how the product can
be adapted for use by students with disabilities
including provisions for closed captioning or de-
scriptive video, where appropriate;
‘‘(G) a description of how ownership and
rights to the use and marketing of any product
developed by the consortium, including intellec-
tual property rights, will be allocated among
consortium participants; and
‘‘(H) a description of the contributions, in-
cluding services and funds, to be made by each
member of the consortium, and how any revenues
derived from the sale of any product developed
by the consortium shall be distributed.
‘‘(c) CONSUMER REPORT.—The Secretary shall dis-
seminate information about products developed pursuant to
provisions of this section to State and local educational
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agencies, and other organizations or individuals that the
Secretary determines to be appropriate, through print and
electronic media that are accessible to the education commu-
nity at large.
‘‘(d) PROCEEDS.—The Secretary shall not prohibit an
eligible consortium or any of the members of such consor-
tium from receiving financial benefits from the distribution
of any products resulting from the assistance received under
this section. Notwithstanding any other provision of law,
any profits or royalties received by a State educational
agency, local educational agency, or other nonprofit mem-
ber of an eligible consortium receiving assistance under this
section shall be used to support further development of cur-
riculum-based learning resources, services, and program-
ming or to provide access to such products for a wider audi-
ence.
‘‘(e) AUTHORIZATION OF FUNDS.—There are author-
ized to be appropriated $50,000,000 for the fiscal year 1995,
and such sums as may be necessary for each of the 4 suc-
ceeding fiscal years, to carry out this section.
‘‘SEC. 3125. RESEARCH ON EDUCATIONAL APPLICATIONS OF
ADVANCED TECHNOLOGIES.
‘‘(a) PURPOSE.—It is the purpose of this section to—
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‘‘(1) provide direction and support for the con-
duct of research on advanced educational technologies;
and
‘‘(2) provide support for long-term, comprehen-
sive educational applications of advanced high per-
formance computer and communication technologies
and video technologies in support of the core subjects
of the National Education Goals.
‘‘(b) GENERAL AUTHORITY.—The Secretary, consistent
with the overall national technology policy established by
the President, and in cooperation with other Federal de-
partments and agencies, is authorized to support research
on educational applications of advanced learning tech-
nologies.
‘‘(c) GRANTS AUTHORIZED.—The Secretary, through
the Office of Educational Technology, shall award grants
to or enter into contracts for research projects intended to
develop educational applications of advanced technologies.
‘‘(d) APPLICATION.—Each entity desiring assistance
under this section shall submit to the Secretary an applica-
tion at such time, in such manner and accompanied by
such information as the Secretary may reasonably require.
Each such application shall—
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‘‘(1) define clearly the scope and content of the
subject matter of the research and the relevance of the
advanced technology to such content;
‘‘(2) describe the potential market for both the
hardware and software developed under this section;
and
‘‘(3) assess the applications of the advanced tech-
nology in a way that will validate the technology’s
impact on student learning and achievement.
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $20,000,000 for fiscal year
1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this section.
‘‘SEC. 3126. HIGH PERFORMANCE COMPUTING AND TELE-
COMMUNICATIONS 
NETWORKS 
FOR 
EDU-
CATION.
‘‘(a) PURPOSE.—It is the purpose of this section to
support the development, demonstration, and evaluation of
the educational aspects of high performance computing and
communication technologies and of the national informa-
tion infrastructure, including the use of high performance
computing and communication and the national informa-
tion infrastructure in—
‘‘(1) providing professional development for
teachers and other educators, as appropriate;
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‘‘(2) enhancing academic curricula for elemen-
tary and secondary school students in order to pro-
vide such students with opportunities to meet chal-
lenging State student performance standards;
‘‘(3) facilitating communications among schools,
local educational agencies, parents of students, and
local communities;
‘‘(4) facilitating an effective transition from sec-
ondary school to employment; and
‘‘(5) other such areas of education as the Sec-
retary deems appropriate.
‘‘(b) AUTHORITY.—
‘‘(1) IN GENERAL.—(A) The Secretary, consistent
with the overall national technology policy established
by the President, and in cooperation with other Fed-
eral departments and agencies, shall support the de-
velopment of an electronic network program for the
dissemination of educational information throughout
the United States, including information about effec-
tive technology-enhanced programs, resources and
services.
‘‘(B) In carrying out subparagraph (A) the Sec-
retary shall—
‘‘(i) to the extent possible, coordinate activi-
ties assisted under this section with other dis-
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semination activities assisted by the Department
in order to—
‘‘(I) avoid duplication; and
‘‘(II) utilize the existing resources of
the Department;
‘‘(ii) consult with educators, State and local
educational agencies, telecommunications provid-
ers, and other appropriate education entities
throughout the United States to determine infor-
mation requirements and policies for the effective
dissemination of information;
‘‘(iii) provide access to the existing Depart-
ment of Energy FEDIX/MOLIS Information
System regarding information about excess
equipment (computers and supporting materials)
within the Federal Government that are avail-
able for transfer to elementary and secondary
schools; and
‘‘(iv) make use of existing networks or devel-
oping networks, to the extent possible.
‘‘(2) REQUIREMENTS; SPECIFICATIONS; AND PRO-
TOTYPE
OPERATIONS.—The Secretary is authorized
to—
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‘‘(A) identify educational high performance
computing and telecommunications network re-
quirements;
‘‘(B) develop specifications for the imple-
mentation of such requirements within any na-
tional telecommunications network;
‘‘(C) establish prototype operations on exist-
ing networks to validate and further develop the
educational specifications which will facilitate
the use of such networks by kindergarten through
12th grade students, teachers, librarians, admin-
istrators, and parents;
‘‘(D) represent the needs and interests of ele-
mentary and secondary schools in the Federal
planning and development of a national infor-
mation infrastructure; and
‘‘(E) identify policy issues, such as commu-
nication rate structures, intellectual property
rights, certification and recertification of teach-
ers, and issues related to how technology fits into
the school environment, that affect the ability of
the public schools to make effective use of the
emerging information infrastructure.
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‘‘(c) TYPES OF GRANTS.—The Secretary, through the
Office of Educational Technology, shall award the following
types of grants:
‘‘(1) REQUIREMENTS
GRANTS.—The Secretary
shall solicit proposals for and award grants to 1 or
more entities for the identification of educational high
performance computing and telecommunications net-
work requirements. The solicitation shall request pro-
posals to—
‘‘(A) identify and describe existing and
planned educational high performance comput-
ing and telecommunications network efforts;
‘‘(B) identify potential uses of such net-
works in kindergarten through 12th grade edu-
cation by schools throughout the United States;
‘‘(C) assess impediments to the development
of such networks in kindergarten through 12th
grade education, such as—
‘‘(i) technological impediments;
‘‘(ii) availability of technology-en-
hanced curriculum, instruction, and admin-
istrative support resources and services in
schools; and
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‘‘(iii) parent, student, teacher and ad-
ministrator attitudes toward technology-en-
hanced education;
‘‘(D) assess the anticipated costs and bene-
fits to be derived from such network access in
kindergarten through 12th grade education and
recommend priorities for development of such
network; and
‘‘(E) identify the range of possible edu-
cational applications of, and potential sources of
funding for, both networks and information re-
sources and databases that exist or are being de-
veloped by other Federal departments or agen-
cies.
‘‘(2) SPECIFICATIONS
GRANTS.—The Secretary
shall solicit proposals for and award grants to 1 or
more entities for the design and development of edu-
cational specifications which may be used to ensure
educational access to any national educational high
performance computing and telecommunications net-
work. The solicitation shall request proposals to—
‘‘(A) incorporate—
‘‘(i) the findings of the grant recipients
under paragraph (1); and
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‘‘(ii) the priorities recommended for
such networks by the Secretary consistent
with the overall national technology policy
established by the President;
‘‘(B) provide for design alternatives and
specifications that address—
‘‘(i) linkage of schools and commu-
nities with each other, with central resource
centers, and with Federal and State agen-
cies over existing or planned telecommuni-
cations networks;
‘‘(ii) uses of alternative connectivity
modes, such as fiber optics, satellites, and
land-based broadcasting;
‘‘(iii) integrated uses of two-way inter-
active voice, video, and data communica-
tions;
‘‘(iv) uses of interactive multimedia;
‘‘(v) system capacity, such as maxi-
mum telecommunications traffic in a vari-
ety of use modes;
‘‘(vi) 
availability 
of 
needed 
tech-
nologies;
‘‘(vii) availability of support services;
and
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‘‘(viii) assessment of the impact of pro-
posed educational access specifications on
existing or planned telecommunications net-
works; and
‘‘(C) provide comprehensive specifications
which will ensure educational access to any na-
tional educational high performance computing
and telecommunications network as the primary
deliverable product of the specifications grants
described in this paragraph.
‘‘(3) PROTOTYPE
DEVELOPMENT
GRANTS.—The
Secretary shall solicit proposals for and award grants
to 1 or more entities for prototype operations on ex-
isting networks in order to validate and further de-
velop the educational specifications which will facili-
tate use of existing or planned educational high per-
formance computing and telecommunications net-
works by kindergarten through 12th grade students,
teachers, librarians, administrators, and parents. The
solicitation shall request proposals to—
‘‘(A) incorporate the design limits of the
comprehensive educational high performance
computing 
and 
telecommunications 
network
specifications developed by grant recipients
under paragraph (2);
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‘‘(B) support prototype operations for at
least 1 year in a minimum of 5 test sites which
are selected to represent a variety of economic,
social, urban and rural settings;
‘‘(C) provide for inservice training and
technical assistance during the period of proto-
type operations;
‘‘(D) provide provisions for the identifica-
tion and correction of operational problems dur-
ing the period of prototype operations (including
design flaws);
‘‘(E) include a comprehensive evaluation of
all aspects of the prototype, including—
‘‘(i) design flaws;
‘‘(ii) training requirements, including
resources and strategies for initial and on-
going training;
‘‘(iii) technical support requirements;
‘‘(iv) financing constraints;
‘‘(v) availability and utility of infor-
mation resources and services accessed dur-
ing the prototype operations period;
‘‘(vi) factors which enhanced or im-
peded prototype operations; and
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‘‘(vii) an overall assessment of the im-
pact of such technology on the educational
process; and
‘‘(F) provide recommended revisions of the
Secretary’s educational high performance com-
puting and telecommunications network speci-
fications based on findings of the comprehensive
evaluation of prototype operations.
‘‘(d) TIMELINE.—The Secretary, through the Office of
Educational Technology, shall award grants under this sec-
tion as follows:
‘‘(1) REQUIREMENT
GRANTS.—The Secretary
shall award requirement grants under subsection
(c)(1) within 6 months of the date of enactment of the
Improving America’s Schools Act of 1994.
‘‘(2) DEVELOPMENT
OF
DESIGN
SPECIFICA-
TIONS.—The Secretary shall award grants under sub-
section (c)(2) within 18 months of the date of enact-
ment of the Improving America’s Schools Act of 1994.
‘‘(3) PROTOTYPE
OPERATIONS.—The Secretary
shall award grants under subsection (c)(3) within 30
months of the date of enactment of the Improving
America’s Schools Act of 1994.
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $7,500,000 for fiscal year
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1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this section.
‘‘SEC. 3127. STUDY, EVALUATION AND REPORT OF FUNDING
ALTERNATIVES.
‘‘The Secretary, through the Office of Educational
Technology, shall conduct a study to evaluate, and report
to the Congress on, the feasibility of several alternative mod-
els for providing sustained and adequate funding for schools
throughout the United States so that such schools are able
to acquire and maintain technology-enhanced curriculum,
instruction, and administrative support resources and serv-
ices. Such report shall be submitted to the Congress not later
than 1 year after the date of enactment of the Improving
America’s Schools Act of 1994.
‘‘Subpart 2—State and Local Programs for School
Technology Resources, Technical Support, and
Professional Development
‘‘SEC. 3131. STATEMENT OF PURPOSE.
‘‘It is the purpose of this subpart to provide Federal
assistance in the form of grants to support—
‘‘(1) the acquisition of equipment and support-
ing resources, training, and maintenance of tech-
nology; and
‘‘(2) regional consortia to enable such consortia
to provide professional development and technical as-
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sistance that fosters integration of technology into the
kindergarten through 12th grade classrooms, libraries,
and school library media centers.
‘‘SEC. 3132. SCHOOL TECHNOLOGY RESOURCE GRANTS.
‘‘(a) GRANTS AUTHORIZED.—
‘‘(1) AUTHORITY.—The Secretary, through the
Office of Educational Technology, shall award grants
to State educational agencies having a systemic state-
wide plan that meets such criteria as the Secretary
may establish in order to enable such agencies to pro-
vide assistance to local educational agencies that have
the highest numbers or percentages of children in pov-
erty and demonstrate the greatest need for technology,
in order to enable such local educational agencies, for
the benefit of school sites served by such local edu-
cational agencies, to—
‘‘(A) purchase quality technology resources;
‘‘(B) install various linkages necessary to
acquire connectivity;
‘‘(C) integrate technology into the curricu-
lum in order to improve student learning and
achievement;
‘‘(D) provide teachers and library media
personnel with training or access to training;
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‘‘(E) provide administrative and technical
support and services that improve student learn-
ing through enriched technology-enhanced re-
sources, including library media resources;
‘‘(F) promote the sharing, distribution, and
application of educational technologies that are
determined to be effective in individual schools;
‘‘(G) assist schools in promoting parent in-
volvement;
‘‘(H) assist the community in providing lit-
eracy-related services; and
‘‘(I) establish partnerships with private
educational providers whose comprehensive tech-
nology systems address the need of children in
poverty.
‘‘(2) AMOUNT.—(A) Except as provided in sub-
paragraphs (B) and (C), the Secretary shall award
grants under this section to each State educational
agency for a fiscal year in an amount which bears the
same relationship to the amount appropriated pursu-
ant to the authority of subsection (b) for such year as
the amount such State received under part A of title
I for such year bears to the amount received for such
year under such part by all States.
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‘‘(B) No State educational agency shall receive a
grant pursuant to subparagraph (A) in any fiscal
year in an amount which is less than one-half of 1
percent of the amount appropriated pursuant to the
authority of subsection (b) for such year.
‘‘(C) If the sum of the amounts appropriated
pursuant to the authority of section 3132(c) is equal
to or less than $50,000,000 for any fiscal year, then
the Secretary shall award grants under this section
for such year on a competitive basis to local edu-
cational agencies, either separately or in cooperation
with a local educational agency or a State edu-
cational agency, which submit to the Secretary an ap-
plication, containing the information described in
paragraphs (1) through (3) of subsection (e), that the
Secretary approves. In awarding such grants, the
Secretary shall give priority to applications from
local educational agencies with the highest number or
percentage of disadvantaged students or the greatest
need for educational technology.
‘‘(3) IDENTIFICATION
OF
LOCAL
EDUCATIONAL
AGENCIES; TECHNICAL ASSISTANCE.—Each State edu-
cational agency receiving a grant under this section
shall—
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‘‘(A) identify the local educational agencies
served by the State educational agency that—
‘‘(i) have the highest number or per-
centage of children in poverty; and
‘‘(ii) demonstrate to such State edu-
cational agency the greatest need for tech-
nical assistance in developing the applica-
tion described in subsection (d); and
‘‘(B) offer such technical assistance to such
local educational agencies.
‘‘(4) LIMITATION ON STATE COSTS.—Not more
than 5 percent of grant funds awarded to a State
educational agency under this section for any fiscal
year may be used by the State or State educational
agency for administrative costs or technical assist-
ance.
‘‘(b) SELECTION OF GRANTS.—Each State educational
agency, in awarding grants under this section, shall—
‘‘(1) ensure that each grant such agency awards
to a local educational agency shall be of sufficient du-
ration, and of sufficient size, scope, and quality, to
carry out the purposes of this title effectively; and
‘‘(2) award grants to local educational agencies
on a competitive basis.
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‘‘(c) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $200,000,000 for fiscal year
1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this section.
‘‘(d) LOCAL USES OF GRANT FUNDS.—Each local edu-
cational agency receiving assistance under this section may
use such assistance—
‘‘(1) to acquire connectivity linkages, resources,
and services, including the acquisition of hardware
and software, for use by teachers, students and library
media personnel in the classroom or in school library
media centers, in order to improve student learning
by supporting the instructional program offered by
such agency to ensure that students in schools will
have meaningful access on a regular basis to such
linkages, resources and services;
‘‘(2) for ongoing professional development in the
integration of quality educational technologies into
school curriculum and long-term planning for imple-
menting educational technologies; and
‘‘(3) to acquire connectivity with wide area net-
works for purposes of accessing information and edu-
cational programming sources.
‘‘(e) LOCAL APPLICATIONS.—Each local educational
agency desiring assistance from a State educational agency
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under this section shall submit an application consistent
with the objectives of the systemic statewide plan to such
agency at such time and in such manner as such agency
may prescribe. Such application, at a minimum, shall—
‘‘(1) include a strategic, long-range (3- to 5-
year), plan that includes—
‘‘(A) a description of the type of tech-
nologies to be acquired, including specific provi-
sions for interoperability among components of
such technologies and, to the extent practicable,
with existing technologies;
‘‘(B) an explanation of how the acquired
technologies will be integrated into the curricu-
lum to help the local educational agency enhance
teaching, training, and student achievement;
‘‘(C) an explanation of how programs will
be developed in collaboration with existing adult
literacy services providers to maximize the use of
such technologies;
‘‘(D)(i) a description of how the local edu-
cational agency will ensure ongoing, sustained
professional development for teachers, adminis-
trators, and school library media personnel
served by the local educational agency to further
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the use of technology in the classroom or library
media center; and
‘‘(ii) a list of the source or sources of ongo-
ing training and technical assistance available
to schools, teachers and administrators served by
the local educational agency, such as State tech-
nology offices, intermediate educational support
units, regional educational laboratories or insti-
tutions of higher education;
‘‘(E) a description of the supporting re-
sources, such as services, software and print re-
sources, which will be acquired to ensure success-
ful and effective use of technologies acquired
under this section;
‘‘(F) the projected timetable for implement-
ing such plan in schools;
‘‘(G) the projected cost of technologies to be
acquired and related expenses needed to imple-
ment such plan; and
‘‘(H) a description of how the local edu-
cational agency will coordinate the technology
provided pursuant to this subpart with other
grant funds available for technology from State
and local sources;
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‘‘(2) describe how the local educational agency
will involve parents, public libraries, business leaders
and community leaders in the development of such
plan;
‘‘(3) describe how the acquired instructionally
based technologies will help the local educational
agency—
‘‘(A) promote equity in education in order
to support State content standards and State
student performance standards that may be de-
veloped; and
‘‘(B) provide access for teachers, parents
and students to the best teaching practices and
curriculum resources through technology; and
‘‘(4) describe a process for the ongoing evaluation
of how technologies acquired under this section—
‘‘(A) will be integrated into the school cur-
riculum; and
‘‘(B) will affect student achievement and
progress toward meeting the National Education
Goals and any State content standards and
State student performance standards that may
be developed.
‘‘(f) COORDINATION
OF
APPLICATION
REQUIRE-
MENTS.—If a local educational agency submitting an ap-
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plication for assistance under this section has developed a
comprehensive education improvement plan, in conjunction
with requirements under this Act or the Goals 2000: Edu-
cate America Act, the State educational agency may ap-
prove such plan, or a component of such plan, notwith-
standing the requirements of subsection (e) if the State edu-
cational agency determines that such approval would fur-
ther the purposes of this section.
‘‘Subpart 3—Special Rule Applicable to
Appropriations
‘‘SEC. 3141. SPECIAL RULE.
‘‘(a) APPROPRIATION OF LESS THAN $50,000,000.—
Notwithstanding any other provision of law, for any fiscal
year for which the sum of the amounts appropriated pursu-
ant to the authority of sections 3122(f), 3123(b)(5), 3124(e),
3125(e), 3126(e), and 3132(c) is less than $50,000,000, the
Secretary shall aggregate such amounts and make avail-
able—
‘‘(1) 50 percent of such aggregate amount to
carry out subpart 1 for such year; and
‘‘(2) 50 percent of such aggregate amount to
carry out subpart 2 for such year.
‘‘(b) APPROPRIATION EQUAL TO OR GREATER THAN
$50,000,000.—Notwithstanding any other provision of law,
for any fiscal year for which the sum of the amounts appro-
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priated pursuant to the authority of sections 3122(f),
3123(b)(5), 3124(e), 3125(e), 3126(e), and 3132(c) is equal
to or greater than $50,000,000, the Secretary shall aggre-
gate such amounts and make available—
‘‘(1) the sum of $25,000,000 plus 35 percent of
such aggregate amount in excess of $50,000,000 to
carry out subpart 1 for such year; and
‘‘(2) the sum of $25,000,000 plus 65 percent of
such aggregate amount in excess of $50,000,000 to
carry out subpart 2 for such year.
‘‘PART B—STAR SCHOOLS PROGRAM
‘‘SEC. 3201. SHORT TITLE.
‘‘This part may be cited as the ‘Star Schools Act’.
‘‘SEC. 3202. PURPOSE.
‘‘It is the purpose of this part to encourage improved
instruction in mathematics, science, and foreign languages
as well as other subjects, such as literacy skills and voca-
tional education, and to serve underserved populations, in-
cluding the disadvantaged, illiterate, limited-English pro-
ficient, and disabled, through a star schools program under
which grants are made to eligible telecommunication part-
nerships to enable such partnerships to—
‘‘(1) develop, construct, acquire, maintain and
operate telecommunications audio and visual facili-
ties and equipment;
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‘‘(2) develop and acquire educational and in-
structional programming; and
‘‘(3) obtain technical assistance for the use of
such facilities and instructional programming.
‘‘SEC. 3203. GRANTS AUTHORIZED.
‘‘(a) AUTHORITY.—The Secretary, through the Office
of Educational Technology, is authorized to make grants,
in accordance with the provisions of this part, to eligible
telecommunications partnerships to pay the Federal share
of the cost of—
‘‘(1) the development, construction, acquisition,
maintenance and operation of telecommunications fa-
cilities and equipment;
‘‘(2) the development and acquisition of live,
interactive instructional programming;
‘‘(3) 
the 
development 
and 
acquisition 
of
preservice and inservice teacher training programs
based on established research regarding teacher-to-
teacher mentoring, effective skill transfer, and ongo-
ing, in-class instruction;
‘‘(4) the establishment of teleconferencing facili-
ties and resources for making interactive training
available to teachers;
‘‘(5) obtaining technical assistance; and
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‘‘(6) the coordination of the design and
connectivity of telecommunications networks to reach
the greatest number of schools.
‘‘(b) DURATION.—
‘‘(1) IN GENERAL.—The Secretary shall award
grants pursuant to subsection (a) for a period of 5
years.
‘‘(2) RENEWAL.—Grants awarded pursuant to
subsection (a) may be renewed for 1 additional 5-year
period.
‘‘(c) AUTHORIZATION OF APPROPRIATIONS.—
‘‘(1) IN GENERAL.—There are authorized to be
appropriated $35,000,000 for fiscal year 1995, and
such sums as may be necessary for each of the 4 suc-
ceeding fiscal years, to carry out this part.
‘‘(2) AVAILABILITY.—Funds appropriated pursu-
ant to the authority of subsection (a) shall remain
available until expended.
‘‘(d) LIMITATIONS.—
‘‘(1) AMOUNT.—A grant made to an eligible tele-
communications partnership under subsection (a)
shall not exceed $5,000,000 in any 1 fiscal year.
‘‘(2) RESERVATIONS.—
‘‘(A) INSTRUCTIONAL
PROGRAMMING.—Not
less than 25 percent of the funds available to the
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Secretary in any fiscal year under this part
shall be used for the cost of instructional pro-
gramming.
‘‘(B) FACILITIES AND EQUIPMENT.—Not less
than 25 percent of the funds available to the Sec-
retary in any fiscal year under this part shall
be used for telecommunications facilities and
equipment.
‘‘(3) SPECIAL RULE.—Not less than 50 percent of
the funds available in any fiscal year under this part
shall be used for the cost of facilities, equipment,
teacher training or retraining, technical assistance, or
programming, for local educational agencies which
are eligible to receive assistance under part A of title
I of the Elementary and Secondary Education Act of
1965.
‘‘(e) FEDERAL SHARE.—
‘‘(1) IN GENERAL.—The Federal share for any
fiscal year shall be not more than 75 percent.
‘‘(2) WAIVER.—The Secretary may reduce or
waive the requirements of the non-Federal share re-
quired under paragraph (1) for good cause, as deter-
mined by the Secretary.
‘‘(f) COORDINATION.—The Department, the National
Science Foundation, the Department of Agriculture, the De-
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partment of Commerce, and any other Federal department
or agency operating a telecommunications network for edu-
cational purposes, shall coordinate the activities assisted
under this part with the activities of such department or
agency relating to a telecommunications network for edu-
cational purposes.
‘‘(g) CLOSED CAPTIONING AND DESCRIPTIVE VIDEO.—
Each entity receiving funds under this part is encouraged
to provide—
‘‘(1) closed captioning of the verbal content of
such program, where appropriate, to be broadcast by
way of line 21 of the vertical blanking interval, or by
way of comparable successor technologies; and
‘‘(2) descriptive video of the visual content of
such program, as appropriate.
‘‘SEC. 3204. ELIGIBLE TELECOMMUNICATIONS PARTNER-
SHIPS.
‘‘(a) IN GENERAL.—In order to be eligible for a grant
under this part, an eligible telecommunications partnership
shall consist of—
‘‘(1) a public agency or corporation established
for the purposes of developing and operating tele-
communications services to enhance educational op-
portunities provided by educational institutions,
teacher training centers, and other entities, except
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that any such agency or corporation shall represent
the interest of elementary and secondary schools
which are eligible for assistance under part A of title
I; or
‘‘(2) a partnership that will provide tele-
communications services and which includes 3 or
more of the following entities, at least 1 of which shall
be an agency described in subparagraph (A) or (B):
‘‘(A) a local educational agency serving a
significant number of elementary and secondary
schools that are eligible for assistance under part
A of title I or elementary and secondary schools
operated for Indian children by the Department
of the Interior under section 1121(c);
‘‘(B) a State educational agency;
‘‘(C) an institution of higher education or a
State higher education agency;
‘‘(D) a teacher training center or academy
which—
‘‘(i) provides teacher preservice and in-
service training; and
‘‘(ii) receives Federal financial assist-
ance or has been approved by a State agen-
cy;
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‘‘(E)(i) a public or private entity with ex-
perience and expertise in the planning and oper-
ation of a telecommunications service, including
entities involved in telecommunications through
satellite, cable, telephone or computers; or
‘‘(ii) a public broadcasting entity with such
experience; or
‘‘(F) a public or private elementary or sec-
ondary school.
‘‘(b) SPECIAL RULE.—An eligible telecommunications
partnership shall be organized on a statewide or multistate
basis.
‘‘SEC. 3205. APPLICATIONS.
‘‘(a) APPLICATIONS REQUIRED.—Each eligible tele-
communications partnership which desires to receive a
grant under section 3203 shall submit an application to
the Secretary, at such time, in such manner, and contain-
ing or accompanied by such information as the Secretary
may reasonably require.
‘‘(b) CONTENTS OF THE APPLICATION.—Each applica-
tion submitted pursuant to subsection (a) shall—
‘‘(1) describe the telecommunications facilities
and equipment and technical assistance for which as-
sistance is sought, which may include—
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‘‘(A) the design, development, construction,
acquisition, maintenance and operation of State
or multistate educational telecommunications
networks and technology resource centers;
‘‘(B) microwave, fiber optics, cable, and sat-
ellite transmission equipment or any combina-
tion thereof;
‘‘(C) reception facilities;
‘‘(D) satellite time;
‘‘(E) production facilities;
‘‘(F) other telecommunications equipment
capable of serving a wide geographic area;
‘‘(G) the provision of training services to
instructors who will be using the facilities and
equipment for which assistance is sought, includ-
ing training in using such facilities and equip-
ment and training in integrating programs into
the classroom curriculum; and
‘‘(H) the development of educational pro-
gramming for use on a telecommunications net-
work;
‘‘(2) in the case of an application for assistance
for instructional programming, describe the types of
programming which will be developed to enhance in-
struction and training and provide assurances that
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such programming will be designed in consultation
with professionals (including classroom teachers) who
are experts in the applicable subject matter and grade
level;
‘‘(3) demonstrate that the eligible telecommuni-
cations partnership has engaged in sufficient survey
and analysis of the area to be served to ensure that
the services offered by the eligible telecommunications
partnership will increase the availability of courses of
instruction in mathematics, science, and foreign lan-
guages, as well as other subjects to be offered;
‘‘(4) describe the training policies for teachers
and other school personnel to be implemented to en-
sure the effective use of telecommunications facilities
and equipment for which assistance is sought;
‘‘(5) provide assurances that the financial inter-
est of the United States in the telecommunications fa-
cilities and equipment will be protected for the useful
life of such facilities and equipment;
‘‘(6) provide assurances that a significant por-
tion of any facilities and equipment, technical assist-
ance, and programming for which assistance is sought
for elementary and secondary schools will be made
available to schools or local educational agencies that
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have a high number or percentage of children eligible
to be counted under part A of title I;
‘‘(7) describe the manner in which traditionally
underserved students, such as students who are dis-
advantaged, limited-English proficient, disabled, or
illiterate, will participate in the benefits of the tele-
communications facilities, equipment, technical as-
sistance, and programming assisted under this part;
‘‘(8) provide assurances that the applicant will
use the funds provided under this part to supplement
and not supplant funds otherwise available for the
purposes of this part;
‘‘(9) if any member of the consortia is receiving
assistance under section 3122, describe how funds re-
ceived under this part will be coordinated with funds
received for educational technology in the classroom
under such section;
‘‘(10) describe the activities or services for which
assistance is sought, including activities and services
such as—
‘‘(A) providing facilities, equipment, train-
ing, services, and technical assistance described
in paragraphs (1), (2), (4) and (7);
‘‘(B) making programs accessible to indi-
viduals with disabilities through mechanisms
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such as closed captioning and descriptive video
services;
‘‘(C) linking networks together, for example,
around an issue of national importance, such as
national elections;
‘‘(D) sharing curriculum resources between
networks and development of program guides
which demonstrate cooperative, cross-network
listing of programs for specific curriculum areas;
‘‘(E) providing teacher and student support
services including classroom and training sup-
port materials which permit student and teacher
involvement in the live interactive distance
learning telecasts;
‘‘(F) incorporating community resources,
such as libraries and museums, into instruc-
tional programs;
‘‘(G) providing teacher training to early
childhood development and Head Start teachers
and staff;
‘‘(H) providing teacher training to voca-
tional education teachers and staff;
‘‘(I) providing teacher training on proposed
or established voluntary national content stand-
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ards in mathematics and science and other dis-
ciplines as such standards are developed;
‘‘(J) providing programs for adults to
maximize the use of telecommunications facilities
and equipment; and
‘‘(K) providing parent education programs
during and after the regular school day which
reinforce the student’s course of study and ac-
tively involve parents in the learning process;
and
‘‘(11) include such additional assurances as the
Secretary may reasonably require.
‘‘(c) APPROVAL OF APPLICATION; PRIORITY.—The Sec-
retary, in approving applications under this section, shall
give priority to applications which demonstrate that—
‘‘(1) a concentration and quality of mathematics,
science, and foreign languages resources which, by
their distribution through the eligible telecommuni-
cations partnership, will offer significant new edu-
cational opportunities to network participants, par-
ticularly to traditionally underserved populations
and areas with scarce resources and limited access to
courses in mathematics, science, and foreign lan-
guages;
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‘‘(2) the eligible telecommunications partnership
has secured the direct cooperation and involvement of
public and private educational institutions, State and
local government, and industry in planning the net-
work and ensuring that there is not needless duplica-
tion of existing information infrastructure;
‘‘(3) the eligible telecommunications partnership
will serve the broadest range of institutions, including
in the case of elementary and secondary schools, those
elementary and secondary schools having a signifi-
cant number of students eligible to be counted under
part A of title I, programs providing instruction out-
side of the school setting, institutions of higher edu-
cation, teacher training centers, research institutes,
and private industry;
‘‘(4) a significant number of educational institu-
tions have agreed to participate or will participate in
the use of the telecommunications system for which
assistance is sought;
‘‘(5) the eligible telecommunications partnership
will have substantial academic and teaching capabili-
ties, including the capability of training, retraining,
and inservice upgrading of teaching skills and the ca-
pability to provide professional development leading
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ditionally excluded from careers in mathematics and
science because of discrimination, inaccessibility, or
economically disadvantaged backgrounds.
‘‘(d) GEOGRAPHIC DISTRIBUTION.—In approving ap-
plications under this section, the Secretary shall assure an
equitable geographic distribution of grants under this part.
‘‘SEC. 3206. LEADERSHIP AND EVALUATION ACTIVITIES.
‘‘(a) RESERVATION.—From the amount appropriated
pursuant to the authority of section 3203(c)(1) in each fis-
cal year, the Secretary may reserve not more than 5 percent
of such amount for national leadership, evaluation, and
peer review activities.
‘‘(b) METHOD OF FUNDING.—The Secretary may fund
the activities described in subsection (a) directly or through
grants, contracts, and cooperative agreements.
‘‘(c) USES OF FUNDS.—
‘‘(1) LEADERSHIP.—Funds reserved for leader-
ship activities under subsection (a) may be used for—
‘‘(A) disseminating information, including
lists and descriptions of services available from
recipients; and
‘‘(B) other activities designed to enhance the
quality of distance learning activities nation-
wide.
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‘‘(2) EVALUATION.—Funds reserved for evalua-
tion activities under subsection (a) may be used to
conduct independent evaluations of the activities as-
sisted under this part and of distance learning in
general, including—
‘‘(A) analyses of distance learning efforts,
including such efforts that are assisted under
this part and such efforts that are not assisted
under this part; and
‘‘(B) comparisons of the effects, including
student outcomes, of different technologies in dis-
tance learning efforts.
‘‘(3) PEER REVIEW.—Funds reserved for peer re-
view activities under subsection (a) may be used for
peer review of—
‘‘(A) applications for grants under this
part; and
‘‘(B) activities assisted under this part.
‘‘SEC. 3207. ADMINISTRATIVE PROVISIONS.
‘‘(a) CONTINUING ELIGIBILITY.—
‘‘(1) IN GENERAL.—In order to be eligible to re-
ceive a grant under section 3203 for a second 5-year
grant period an eligible telecommunications partner-
ship shall demonstrate in the application submitted
pursuant to section 3205 that such partnership will—
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‘‘(A) continue to provide services in the sub-
ject areas and geographic areas assisted with
funds received under this part for the previous 5-
year grant period; and
‘‘(B) use all grant funds received under this
part for the second 5-year grant period to pro-
vide expanded services by—
‘‘(i) increasing the number of students,
schools or school districts served by the
courses of instruction assisted under this
part in the previous fiscal year;
‘‘(ii) providing new courses of instruc-
tion; and
‘‘(iii) serving new populations of un-
derserved individuals, such as children or
adults who are disadvantaged, have limited-
English proficiency, are disabled, are illit-
erate, or lack secondary school diplomas or
their recognized equivalent.
‘‘(2) SPECIAL
RULES.—Grant funds received
pursuant to the application of paragraph (1) shall be
used to supplement and not supplant services pro-
vided by the recipient under this part in the previous
fiscal year.