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(C) if the income derived from such fees is 
used to carry out the programs authorized under 
this title. 
(14) Funds provided under this title shall not be 
used to establish or operate a stand-alone fee-for-serv-
ice enterprise in a situation in which a private sector 
employment agency (as defined in section 701 of the 
Civil Rights Act of 1964 (42 U.S.C. 2000e)) is pro-
viding full access to similar or related services in such 
a manner as to fully meet the identified need. For 
purposes of this paragraph, such an enterprise does 
not include a one-stop delivery system described in 
section 121(e). 
(15)(A) None of the funds available under this 
title shall be used by a recipient or subrecipient of 
such funds to pay the salary and bonuses of an indi-
vidual, either as direct costs or indirect costs, at a 
rate in excess of the annual rate of basic pay pre-
scribed for level II of the Executive Schedule under 
section 5313 of title 5, United States Code. 
(B) The limitation described in subparagraph 
(A) shall not apply to vendors providing goods and 
services as defined in Office of Management and 
Budget Circular A–133. In a case in which a State 
is a recipient of such funds, the State may establish
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a lower limit than is provided in subparagraph (A) 
for salaries and bonuses of those receiving salaries 
and bonuses from a subrecipient of such funds, taking 
into account factors including the relative cost of liv-
ing in the State, the compensation levels for com-
parable State or local government employees, and the 
size of the organizations that administer the Federal 
programs involved. 
SEC. 195. RESTRICTIONS ON LOBBYING ACTIVITIES. 
(a) PUBLICITY RESTRICTIONS.— 
(1) IN GENERAL.—No funds provided under this 
Act shall be used for— 
(A) publicity or propaganda purposes; or 
(B) the preparation, distribution, or use of 
any kit, pamphlet, booklet, publication, elec-
tronic communication, radio, television, or video 
presentation designed to support or defeat— 
(i) the enactment of legislation before 
Congress or any State or local legislature or 
legislative body; or 
(ii) any proposed or pending regula-
tion, administrative action, or order issued 
by the executive branch of any State or 
local government.
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(2) EXCEPTION.—Paragraph (1) shall not apply 
to— 
(A) normal and recognized executive-legisla-
tive relationships; 
(B) the preparation, distribution, or use of 
the materials described in paragraph (1)(B) in 
presentation to Congress or any State or local 
legislature or legislative body; or 
(C) such preparation, distribution, or use of 
such materials in presentation to the executive 
branch of any State or local government. 
(b) SALARY RESTRICTIONS.— 
(1) IN GENERAL.—No funds provided under this 
Act shall be used to pay the salary or expenses of any 
grant or contract recipient, or agent acting for such 
recipient, related to any activity designed to influence 
the enactment or issuance of legislation, appropria-
tions, regulations, administrative action, or an Exec-
utive order proposed or pending before Congress or 
any State government, or a State or local legislature 
or legislative body. 
(2) EXCEPTION.—Paragraph (1) shall not apply 
to— 
(A) normal and recognized executive-legisla-
tive relationships; or
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(B) participation by an agency or officer of 
a State, local, or tribal government in policy-
making and administrative processes within the 
executive branch of that government. 
TITLE II—ADULT EDUCATION 
AND LITERACY 
SEC. 201. SHORT TITLE. 
This title may be cited as the ‘‘Adult Education and 
Family Literacy Act’’. 
SEC. 202. PURPOSE. 
It is the purpose of this title to create a partnership 
among the Federal Government, States, and localities to 
provide, on a voluntary basis, adult education and literacy 
activities, in order to— 
(1) assist adults to become literate and obtain 
the knowledge and skills necessary for employment 
and economic self-sufficiency; 
(2) assist adults who are parents or family mem-
bers to obtain the education and skills that— 
(A) are necessary to becoming full partners 
in the educational development of their children; 
and 
(B) lead to sustainable improvements in the 
economic opportunities for their family;
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(3) assist adults in attaining a secondary school 
diploma and in the transition to postsecondary edu-
cation and training, including through career path-
ways; and 
(4) assist immigrants and other individuals who 
are English language learners in— 
(A) improving their— 
(i) reading, writing, speaking, and 
comprehension skills in English; and 
(ii) mathematics skills; and 
(B) acquiring an understanding of the 
American system of Government, individual free-
dom, and the responsibilities of citizenship. 
SEC. 203. DEFINITIONS. 
In this title: 
(1) ADULT EDUCATION.—The term ‘‘adult edu-
cation’’ means academic instruction and education 
services below the postsecondary level that increase an 
individual’s ability to— 
(A) read, write, and speak in English and 
perform mathematics or other activities nec-
essary for the attainment of a secondary school 
diploma or its recognized equivalent; 
(B) transition to postsecondary education 
and training; and
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(C) obtain employment. 
(2) ADULT EDUCATION AND LITERACY ACTIVI-
TIES.—The term ‘‘adult education and literacy activi-
ties’’ means programs, activities, and services that in-
clude adult education, literacy, workplace adult edu-
cation and literacy activities, family literacy activi-
ties, English language acquisition activities, inte-
grated English literacy and civics education, work-
force preparation activities, or integrated education 
and training. 
(3) ELIGIBLE AGENCY.—The term ‘‘eligible agen-
cy’’ means the sole entity or agency in a State or an 
outlying area responsible for administering or super-
vising policy for adult education and literacy activi-
ties in the State or outlying area, respectively, con-
sistent with the law of the State or outlying area, re-
spectively. 
(4) ELIGIBLE INDIVIDUAL.—The term ‘‘eligible 
individual’’ means an individual— 
(A) who has attained 16 years of age; 
(B) who is not enrolled or required to be en-
rolled in secondary school under State law; and 
(C) who— 
(i) is basic skills deficient;
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(ii) does not have a secondary school 
diploma or its recognized equivalent, and 
has not achieved an equivalent level of edu-
cation; or 
(iii) is an English language learner. 
(5) ELIGIBLE
PROVIDER.—The term ‘‘eligible 
provider’’ means an organization that has dem-
onstrated effectiveness in providing adult education 
and literacy activities that may include — 
(A) a local educational agency; 
(B) a community-based organization or 
faith-based organization; 
(C) a volunteer literacy organization; 
(D) an institution of higher education; 
(E) a public or private nonprofit agency; 
(F) a library; 
(G) a public housing authority; 
(H) a nonprofit institution that is not de-
scribed in any of subparagraphs (A) through (G) 
and has the ability to provide adult education 
and literacy activities to eligible individuals; 
(I) a consortium or coalition of the agen-
cies, organizations, institutions, libraries, or au-
thorities described in any of subparagraphs (A) 
through (H); and
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(J) a partnership between an employer and 
an entity described in any of subparagraphs (A) 
through (I). 
(6) ENGLISH
LANGUAGE
ACQUISITION
PRO-
GRAM.—The term ‘‘English language acquisition pro-
gram’’ means a program of instruction— 
(A) designed to help eligible individuals 
who are English language learners achieve com-
petence in reading, writing, speaking, and com-
prehension of the English language; and 
(B) that leads to— 
(i)(I) attainment of a secondary school 
diploma or its recognized equivalent; and 
(II) transition to postsecondary edu-
cation and training; or 
(ii) employment. 
(7) ENGLISH
LANGUAGE
LEARNER.—The term 
‘‘English language learner’’ when used with respect to 
an eligible individual, means an eligible individual 
who has limited ability in reading, writing, speaking, 
or comprehending the English language, and— 
(A) whose native language is a language 
other than English; or
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(B) who lives in a family or community en-
vironment where a language other than English 
is the dominant language. 
(8) ESSENTIAL
COMPONENTS
OF
READING
IN-
STRUCTION.—The term ‘‘essential components of read-
ing instruction’’ has the meaning given the term in 
section 1208 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6368). 
(9) FAMILY
LITERACY
ACTIVITIES.—The term 
‘‘family literacy activities’’ means activities that are 
of sufficient intensity and quality, to make sustain-
able improvements in the economic prospects for a 
family and that better enable parents or family mem-
bers to support their children’s learning needs, and 
that integrate all of the following activities: 
(A) Parent or family adult education and 
literacy activities that lead to readiness for post-
secondary education or training, career advance-
ment, and economic self-sufficiency. 
(B) Interactive literacy activities between 
parents or family members and their children. 
(C) Training for parents or family members 
regarding how to be the primary teacher for 
their children and full partners in the education 
of their children.
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(D) An age-appropriate education to pre-
pare children for success in school and life expe-
riences. 
(10) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the mean-
ing given the term in section 101 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1001). 
(11) INTEGRATED EDUCATION AND TRAINING.— 
The term ‘‘integrated education and training’’ means 
a service approach that provides adult education and 
literacy activities concurrently and contextually with 
workforce preparation activities and workforce train-
ing for a specific occupation or occupational cluster 
for the purpose of educational and career advance-
ment. 
(12) 
INTEGRATED
ENGLISH
LITERACY
AND 
CIVICS
EDUCATION.—The term ‘‘integrated English 
literacy and civics education’’ means education serv-
ices provided to English language learners who are 
adults, including professionals with degrees and cre-
dentials in their native countries, that enables such 
adults to achieve competency in the English language 
and acquire the basic and more advanced skills need-
ed to function effectively as parents, workers, and 
citizens in the United States. Such services shall in-
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clude instruction in literacy and English language 
acquisition and instruction on the rights and respon-
sibilities of citizenship and civic participation, and 
may include workforce training. 
(13) LITERACY.—The term ‘‘literacy’’ means an 
individual’s ability to read, write, and speak in 
English, compute, and solve problems, at levels of pro-
ficiency necessary to function on the job, in the fam-
ily of the individual, and in society. 
(14) POSTSECONDARY
EDUCATIONAL
INSTITU-
TION.—The term ‘‘postsecondary educational institu-
tion’’ means— 
(A) an institution of higher education that 
provides not less than a 2-year program of in-
struction that is acceptable for credit toward a 
bachelor’s degree; 
(B) a tribally controlled college or univer-
sity; or 
(C) a nonprofit educational institution of-
fering certificate or apprenticeship programs at 
the postsecondary level. 
(15) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(16) WORKPLACE ADULT EDUCATION AND LIT-
ERACY ACTIVITIES.—The term ‘‘workplace adult edu-
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cation and literacy activities’’ means adult education 
and literacy activities offered by an eligible provider 
in collaboration with an employer or employee orga-
nization at a workplace or an off-site location that is 
designed to improve the productivity of the workforce. 
(17) WORKFORCE
PREPARATION
ACTIVITIES.— 
The term ‘‘workforce preparation activities’’ means 
activities, programs, or services designed to help an 
individual acquire a combination of basic academic 
skills, critical thinking skills, digital literacy skills, 
and self-management skills, including competencies in 
utilizing resources, using information, working with 
others, understanding systems, and obtaining skills 
necessary for successful transition into and comple-
tion of postsecondary education or training, or em-
ployment. 
SEC. 204. HOME SCHOOLS. 
Nothing in this title shall be construed to affect home 
schools, whether a home school is treated as a home school 
or a private school under State law, or to compel a parent 
or family member engaged in home schooling to participate 
in adult education and literacy activities.
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SEC. 205. RULE OF CONSTRUCTION REGARDING POSTSEC-
ONDARY TRANSITION AND CONCURRENT EN-
ROLLMENT ACTIVITIES. 
Nothing in this title shall be construed to prohibit or 
discourage the use of funds provided under this title for 
adult education and literacy activities that help eligible in-
dividuals transition to postsecondary education and train-
ing or employment, or for concurrent enrollment activities. 
SEC. 206. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this title $577,667,000 for fiscal year 2015, $622,286,000 
for fiscal year 2016, $635,198,000 for fiscal year 2017, 
$649,287,000 for fiscal year 2018, $664,552,000 for fiscal 
year 2019, and $678,640,000 for fiscal year 2020. 
Subtitle A—Federal Provisions 
SEC. 211. RESERVATION OF FUNDS; GRANTS TO ELIGIBLE 
AGENCIES; ALLOTMENTS. 
(a) RESERVATION OF FUNDS.—From the sum appro-
priated under section 206 for a fiscal year, the Secretary— 
(1) shall reserve 2 percent to carry out section 
242, except that the amount so reserved shall not ex-
ceed $15,000,000; and 
(2) shall reserve 12 percent of the amount that 
remains after reserving funds under paragraph (1) to 
carry out section 243. 
(b) GRANTS TO ELIGIBLE AGENCIES.—
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(1) IN GENERAL.—From the sum appropriated 
under section 206 and not reserved under subsection 
(a) for a fiscal year, the Secretary shall award a 
grant to each eligible agency having a unified State 
plan approved under section 102 or a combined State 
plan approved under section 103 in an amount equal 
to the sum of the initial allotment under subsection 
(c)(1) and the additional allotment under subsection 
(c)(2) for the eligible agency for the fiscal year, sub-
ject to subsections (f) and (g), to enable the eligible 
agency to carry out the activities assisted under this 
title. 
(2) PURPOSE OF GRANTS.—The Secretary may 
award a grant under paragraph (1) only if the eligi-
ble entity involved agrees to expend the grant for 
adult education and literacy activities in accordance 
with the provisions of this title. 
(c) ALLOTMENTS.— 
(1) INITIAL ALLOTMENTS.—From the sum ap-
propriated under section 206 and not reserved under 
subsection (a) for a fiscal year, the Secretary shall 
allot to each eligible agency having a unified State 
plan approved under section 102 or a combined State 
plan approved under section 103—
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(A) $100,000, in the case of an eligible 
agency serving an outlying area; and 
(B) $250,000, in the case of any other eligi-
ble agency. 
(2) ADDITIONAL ALLOTMENTS.—From the sum 
appropriated under section 206, not reserved under 
subsection (a), and not allotted under paragraph (1), 
for a fiscal year, the Secretary shall allot to each eli-
gible agency that receives an initial allotment under 
paragraph (1) an additional amount that bears the 
same relationship to such sum as the number of 
qualifying adults in the State or outlying area served 
by the eligible agency bears to the number of such 
adults in all States and outlying areas. 
(d) QUALIFYING ADULT.—For the purpose of sub-
section (c)(2), the term ‘‘qualifying adult’’ means an adult 
who— 
(1) is at least 16 years of age; 
(2) is beyond the age of compulsory school at-
tendance under the law of the State or outlying area; 
(3) does not have a secondary school diploma or 
its recognized equivalent; and 
(4) is not enrolled in secondary school. 
(e) SPECIAL RULE.—
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(1) IN GENERAL.—From amounts made avail-
able under subsection (c) for the Republic of Palau, 
the Secretary shall award grants to Guam, American 
Samoa, the Commonwealth of the Northern Mariana 
Islands, or the Republic of Palau to carry out activi-
ties described in this title in accordance with the pro-
visions of this title, as determined by the Secretary. 
(2) AWARD BASIS.—The Secretary shall award 
grants pursuant to paragraph (1) on a competitive 
basis and pursuant to the recommendations from the 
Pacific Region Educational Laboratory in Honolulu, 
Hawaii. 
(3) TERMINATION
OF
ELIGIBILITY.—Notwith-
standing any other provision of law, the Republic of 
Palau shall be eligible to receive a grant under this 
title except during the period described in section 
3(45). 
(4) ADMINISTRATIVE
COSTS.—The Secretary 
may provide not more than 5 percent of the funds 
made available for grants under this subsection to 
pay the administrative costs of the Pacific Region 
Educational Laboratory regarding activities assisted 
under this subsection. 
(f) HOLD-HARMLESS PROVISIONS.—
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(1) IN
GENERAL.—Notwithstanding subsection 
(c), for fiscal year 2015 and each succeeding fiscal 
year, no eligible agency shall receive an allotment 
under this section that is less than 90 percent of the 
allotment the eligible agency received for the pre-
ceding fiscal year under this section. 
(2) RATABLE REDUCTION.—If for any fiscal year 
the amount available for allotment under this title is 
insufficient to satisfy the provisions of paragraph (1) 
the Secretary shall ratably reduce the payments to all 
eligible agencies, as necessary. 
(g) REALLOTMENT.—The portion of any eligible agen-
cy’s allotment under this title for a fiscal year that the Sec-
retary determines will not be required for the period such 
allotment is available for carrying out activities under this 
title, shall be available for reallotment from time to time, 
on such dates during such period as the Secretary shall fix, 
to other eligible agencies in proportion to the original allot-
ments to such agencies under this title for such year. 
SEC. 212. PERFORMANCE ACCOUNTABILITY SYSTEM. 
Programs and activities authorized in this title are 
subject to the performance accountability provisions de-
scribed in section 116.
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Subtitle B—State Provisions 
SEC. 221. STATE ADMINISTRATION. 
Each eligible agency shall be responsible for the State 
or outlying area administration of activities under this 
title, including— 
(1) the development, implementation, and moni-
toring of the relevant components of the unified State 
plan in section 102 or the combined State plan in 
section 103; 
(2) consultation with other appropriate agencies, 
groups, and individuals that are involved in, or in-
terested in, the development and implementation of 
activities assisted under this title; and 
(3) coordination and nonduplication with other 
Federal and State education, training, corrections, 
public housing, and social service programs. 
SEC. 222. STATE DISTRIBUTION OF FUNDS; MATCHING RE-
QUIREMENT. 
(a) STATE DISTRIBUTION OF FUNDS.—Each eligible 
agency receiving a grant under section 211(b) for a fiscal 
year— 
(1) shall use not less than 82.5 percent of the 
grant funds to award grants and contracts under sec-
tion 231 and to carry out section 225, of which not
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expended for adult education and literacy activi-
ties in the State. 
(2) NON-FEDERAL
CONTRIBUTION.—An eligible 
agency’s non-Federal contribution required under 
paragraph (1) may be provided in cash or in kind, 
fairly evaluated, and shall include only non-Federal 
funds that are used for adult education and literacy 
activities in a manner that is consistent with the pur-
pose of this title. 
SEC. 223. STATE LEADERSHIP ACTIVITIES. 
(a) ACTIVITIES.— 
(1) REQUIRED.—Each eligible agency shall use 
funds made available under section 222(a)(2) for the 
following adult education and literacy activities to 
develop or enhance the adult education system of the 
State or outlying area: 
(A) The alignment of adult education and 
literacy activities with other core programs and 
one-stop partners, including eligible providers, to 
implement the strategy identified in the unified 
State plan under section 102 or the combined 
State plan under section 103, including the de-
velopment of career pathways to provide access 
to employment and training services for individ-
uals in adult education and literacy activities.
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(B) The establishment or operation of high 
quality professional development programs to 
improve the instruction provided pursuant to 
local activities required under section 231(b), in-
cluding instruction incorporating the essential 
components of reading instruction as such com-
ponents relate to adults, instruction related to 
the specific needs of adult learners, instruction 
provided by volunteers or by personnel of a State 
or outlying area, and dissemination of informa-
tion about models and promising practices re-
lated to such programs. 
(C) The provision of technical assistance to 
eligible providers of adult education and literacy 
activities receiving funds under this title, includ-
ing— 
(i) the development and dissemination 
of instructional and programmatic prac-
tices based on the most rigorous or scientif-
ically valid research available and appro-
priate, in reading, writing, speaking, math-
ematics, English language acquisition pro-
grams, distance education, and staff train-
ing;
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(ii) the role of eligible providers as a 
one-stop partner to provide access to em-
ployment, education, and training services; 
and 
(iii) assistance in the use of technology, 
including for staff training, to eligible pro-
viders, especially the use of technology to 
improve system efficiencies. 
(D) The monitoring and evaluation of the 
quality of, and the improvement in, adult edu-
cation and literacy activities and the dissemina-
tion of information about models and proven or 
promising practices within the State. 
(2) PERMISSIBLE
ACTIVITIES.—Each eligible 
agency may use funds made available under section 
222(a)(2) for 1 or more of the following adult edu-
cation and literacy activities: 
(A) The support of State or regional net-
works of literacy resource centers. 
(B) The development and implementation of 
technology applications, translation technology, 
or distance education, including professional de-
velopment to support the use of instructional 
technology.
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(C) Developing and disseminating cur-
ricula, including curricula incorporating the es-
sential components of reading instruction as 
such components relate to adults. 
(D) Developing content and models for inte-
grated education and training and career path-
ways. 
(E) The provision of assistance to eligible 
providers in developing and implementing pro-
grams that achieve the objectives of this title and 
in measuring the progress of those programs in 
achieving such objectives, including meeting the 
State adjusted levels of performance described in 
section 116(b)(3). 
(F) The development and implementation of 
a system to assist in the transition from adult 
education to postsecondary education, including 
linkages with postsecondary educational institu-
tions or institutions of higher education. 
(G) Integration of literacy and English lan-
guage instruction with occupational skill train-
ing, including promoting linkages with employ-
ers. 
(H) Activities to promote workplace adult 
education and literacy activities.
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(I) Identifying curriculum frameworks and 
aligning rigorous content standards that— 
(i) specify what adult learners should 
know and be able to do in the areas of read-
ing and language arts, mathematics, and 
English language acquisition; and 
(ii) take into consideration the fol-
lowing: 
(I) State adopted academic stand-
ards. 
(II) The current adult skills and 
literacy assessments used in the State 
or outlying area. 
(III) The primary indicators of 
performance described in section 116. 
(IV) Standards and academic re-
quirements for enrollment in non-
remedial, for-credit courses in postsec-
ondary educational institutions or in-
stitutions of higher education sup-
ported by the State or outlying area. 
(V) Where appropriate, the con-
tent of occupational and industry skill 
standards widely used by business and 
industry in the State or outlying area.
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(J) Developing and piloting of strategies for 
improving teacher quality and retention. 
(K) The development and implementation of 
programs and services to meet the needs of adult 
learners with learning disabilities or English 
language learners, which may include new and 
promising assessment tools and strategies that 
are based on scientifically valid research, where 
appropriate, and identify the needs and capture 
the gains of such students at the lowest achieve-
ment levels. 
(L) Outreach to instructors, students, and 
employers. 
(M) Other activities of statewide signifi-
cance that promote the purpose of this title. 
(b) COLLABORATION.—In carrying out this section, el-
igible agencies shall collaborate where possible, and avoid 
duplicating efforts, in order to maximize the impact of the 
activities described in subsection (a). 
(c) STATE-IMPOSED
REQUIREMENTS.—Whenever a 
State or outlying area implements any rule or policy relat-
ing to the administration or operation of a program au-
thorized under this title that has the effect of imposing a 
requirement that is not imposed under Federal law (includ-
ing any rule or policy based on a State or outlying area
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interpretation of a Federal statute, regulation, or guide-
line), the State or outlying area shall identify, to eligible 
providers, the rule or policy as being imposed by the State 
or outlying area. 
SEC. 224. STATE PLAN. 
Each State desiring to receive funds under this title 
for any fiscal year shall submit and have approved a uni-
fied State plan in accordance with section 102 or a com-
bined State plan in accordance with section 103. 
SEC. 225. PROGRAMS FOR CORRECTIONS EDUCATION AND 
OTHER INSTITUTIONALIZED INDIVIDUALS. 
(a) PROGRAM AUTHORIZED.—From funds made avail-
able under section 222(a)(1) for a fiscal year, each eligible 
agency shall carry out corrections education and education 
for other institutionalized individuals. 
(b) USES OF FUNDS.—The funds described in sub-
section (a) shall be used for the cost of educational programs 
for criminal offenders in correctional institutions and for 
other institutionalized individuals, including academic 
programs for— 
(1) adult education and literacy activities; 
(2) special education, as determined by the eligi-
ble agency; 
(3) secondary school credit; 
(4) integrated education and training;
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(5) career pathways; 
(6) concurrent enrollment; 
(7) peer tutoring; and 
(8) transition to re-entry initiatives and other 
postrelease services with the goal of reducing recidi-
vism. 
(c) PRIORITY.—Each eligible agency that is using as-
sistance provided under this section to carry out a program 
for criminal offenders within a correctional institution 
shall give priority to serving individuals who are likely to 
leave the correctional institution within 5 years of partici-
pation in the program. 
(d) REPORT.—In addition to any report required 
under section 116, each eligible agency that receives assist-
ance provided under this section shall annually prepare 
and submit to the Secretary a report on the progress, as 
described in section 116, of the eligible agency with respect 
to the programs and activities carried out under this sec-
tion, including the relative rate of recidivism for the crimi-
nal offenders served. 
(e) DEFINITIONS.—In this section: 
(1) CORRECTIONAL
INSTITUTION.—The term 
‘‘correctional institution’’ means any— 
(A) prison; 
(B) jail;
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(C) reformatory; 
(D) work farm; 
(E) detention center; or 
(F) halfway house, community-based reha-
bilitation center, or any other similar institution 
designed for the confinement or rehabilitation of 
criminal offenders. 
(2) CRIMINAL OFFENDER.—The term ‘‘criminal 
offender’’ means any individual who is charged with 
or convicted of any criminal offense. 
Subtitle C—Local Provisions 
SEC. 231. GRANTS AND CONTRACTS FOR ELIGIBLE PRO-
VIDERS. 
(a) GRANTS
AND CONTRACTS.—From grant funds 
made available under section 222(a)(1), each eligible agency 
shall award multiyear grants or contracts, on a competitive 
basis, to eligible providers within the State or outlying area 
to enable the eligible providers to develop, implement, and 
improve adult education and literacy activities within the 
State. 
(b) REQUIRED LOCAL ACTIVITIES.—The eligible agen-
cy shall require that each eligible provider receiving a grant 
or contract under subsection (a) use the grant or contract 
to establish or operate programs that provide adult edu-
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cation and literacy activities, including programs that pro-
vide such activities concurrently. 
(c) DIRECT AND EQUITABLE ACCESS; SAME PROC-
ESS.—Each eligible agency receiving funds under this title 
shall ensure that— 
(1) all eligible providers have direct and equi-
table access to apply and compete for grants or con-
tracts under this section; and 
(2) the same grant or contract announcement 
process and application process is used for all eligible 
providers in the State or outlying area. 
(d) SPECIAL RULE.—Each eligible agency awarding 
a grant or contract under this section shall not use any 
funds made available under this title for adult education 
and literacy activities for the purpose of supporting or pro-
viding programs, services, or activities for individuals who 
are not individuals described in subparagraphs (A) and (B) 
of section 203(4), except that such agency may use such 
funds for such purpose if such programs, services, or activi-
ties are related to family literacy activities. In providing 
family literacy activities under this title, an eligible pro-
vider shall attempt to coordinate with programs and serv-
ices that are not assisted under this title prior to using 
funds for adult education and literacy activities under this
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title for activities other than activities for eligible individ-
uals. 
(e) CONSIDERATIONS.—In awarding grants or con-
tracts under this section, the eligible agency shall con-
sider— 
(1) the degree to which the eligible provider 
would be responsive to— 
(A) regional needs as identified in the local 
plan under section 108; and 
(B) serving individuals in the community 
who were identified in such plan as most in need 
of adult education and literacy activities, includ-
ing individuals— 
(i) who have low levels of literacy 
skills; or 
(ii) who are English language learners; 
(2) the ability of the eligible provider to serve eli-
gible individuals with disabilities, including eligible 
individuals with learning disabilities; 
(3) past effectiveness of the eligible provider in 
improving the literacy of eligible individuals, to meet 
State-adjusted levels of performance for the primary 
indicators of performance described in section 116, es-
pecially with respect to eligible individuals who have 
low levels of literacy;
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(4) the extent to which the eligible provider dem-
onstrates alignment between proposed activities and 
services and the strategy and goals of the local plan 
under section 108, as well as the activities and serv-
ices of the one-stop partners; 
(5) whether the eligible provider’s program— 
(A) is of sufficient intensity and quality, 
and based on the most rigorous research avail-
able so that participants achieve substantial 
learning gains; and 
(B) uses instructional practices that include 
the essential components of reading instruction; 
(6) whether the eligible provider’s activities, in-
cluding whether reading, writing, speaking, mathe-
matics, and English language acquisition instruction 
delivered by the eligible provider, are based on the 
best practices derived from the most rigorous research 
available and appropriate, including scientifically 
valid research and effective educational practice; 
(7) whether the eligible provider’s activities effec-
tively use technology, services, and delivery systems, 
including distance education in a manner sufficient 
to increase the amount and quality of learning and 
how such technology, services, and systems lead to im-
proved performance;
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† HR 803 EAS 
(8) whether the eligible provider’s activities pro-
vide learning in context, including through integrated 
education and training, so that an individual ac-
quires the skills needed to transition to and complete 
postsecondary education and training programs, ob-
tain and advance in employment leading to economic 
self-sufficiency, and to exercise the rights and respon-
sibilities of citizenship; 
(9) whether the eligible provider’s activities are 
delivered by well-trained instructors, counselors, and 
administrators who meet any minimum qualifica-
tions established by the State, where applicable, and 
who have access to high quality professional develop-
ment, including through electronic means; 
(10) whether the eligible provider’s activities co-
ordinate with other available education, training, and 
social service resources in the community, such as by 
establishing strong links with elementary schools and 
secondary schools, postsecondary educational institu-
tions, institutions of higher education, local workforce 
investment boards, one-stop centers, job training pro-
grams, and social service agencies, business, industry, 
labor organizations, community-based organizations, 
nonprofit organizations, and intermediaries, for the 
development of career pathways;
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(11) whether the eligible provider’s activities 
offer flexible schedules and coordination with Federal, 
State, and local support services (such as child care, 
transportation, mental health services, and career 
planning) that are necessary to enable individuals, 
including individuals with disabilities or other spe-
cial needs, to attend and complete programs; 
(12) whether the eligible provider maintains a 
high-quality information management system that 
has the capacity to report measurable participant 
outcomes (consistent with section 116) and to monitor 
program performance; and 
(13) whether the local areas in which the eligible 
provider is located have a demonstrated need for ad-
ditional English language acquisition programs and 
civics education programs. 
SEC. 232. LOCAL APPLICATION. 
Each eligible provider desiring a grant or contract 
from an eligible agency shall submit an application to the 
eligible agency containing such information and assurances 
as the eligible agency may require, including— 
(1) a description of how funds awarded under 
this title will be spent consistent with the require-
ments of this title;
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† HR 803 EAS 
(2) a description of any cooperative arrange-
ments the eligible provider has with other agencies, 
institutions, or organizations for the delivery of adult 
education and literacy activities; 
(3) a description of how the eligible provider will 
provide services in alignment with the local plan 
under section 108, including how such provider will 
promote concurrent enrollment in programs and ac-
tivities under title I, as appropriate; 
(4) a description of how the eligible provider will 
meet the State adjusted levels of performance de-
scribed in section 116(b)(3), including how such pro-
vider will collect data to report on such performance 
indicators; 
(5) a description of how the eligible provider will 
fulfill one-stop partner responsibilities as described in 
section 121(b)(1)(A), as appropriate; 
(6) a description of how the eligible provider will 
provide services in a manner that meets the needs of 
eligible individuals; and 
(7) information that addresses the considerations 
described under section 231(e), as applicable.
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SEC. 233. LOCAL ADMINISTRATIVE COST LIMITS. 
(a) IN GENERAL.—Subject to subsection (b), of the 
amount that is made available under this title to an eligible 
provider— 
(1) not less than 95 percent shall be expended for 
carrying out adult education and literacy activities; 
and 
(2) the remaining amount, not to exceed 5 per-
cent, shall be used for planning, administration (in-
cluding carrying out the requirements of section 116), 
professional development, and the activities described 
in paragraphs (3) and (5) of section 232. 
(b) SPECIAL RULE.—In cases where the cost limits de-
scribed in subsection (a) are too restrictive to allow for the 
activities described in subsection (a)(2), the eligible pro-
vider shall negotiate with the eligible agency in order to 
determine an adequate level of funds to be used for non-
instructional purposes. 
Subtitle D—General Provisions 
SEC. 241. ADMINISTRATIVE PROVISIONS. 
(a) SUPPLEMENT
NOT
SUPPLANT.—Funds made 
available for adult education and literacy activities under 
this title shall supplement and not supplant other State or 
local public funds expended for adult education and literacy 
activities. 
(b) MAINTENANCE OF EFFORT.—
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† HR 803 EAS 
(1) IN GENERAL.— 
(A) DETERMINATION.—An eligible agency 
may receive funds under this title for any fiscal 
year if the Secretary finds that the fiscal effort 
per student or the aggregate expenditures of such 
eligible agency for activities under this title, in 
the second preceding fiscal year, were not less 
than 90 percent of the fiscal effort per student or 
the aggregate expenditures of such eligible agency 
for adult education and literacy activities in the 
third preceding fiscal year. 
(B) PROPORTIONATE REDUCTION.—Subject 
to paragraphs (2), (3), and (4), for any fiscal 
year with respect to which the Secretary deter-
mines under subparagraph (A) that the fiscal ef-
fort or the aggregate expenditures of an eligible 
agency for the preceding program year were less 
than such effort or expenditures for the second 
preceding program year, the Secretary— 
(i) shall determine the percentage de-
creases in such effort or in such expendi-
tures; and 
(ii) shall decrease the payment made 
under this title for such program year to the
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agency for adult education and literacy ac-
tivities by the lesser of such percentages. 
(2) COMPUTATION.—In computing the fiscal ef-
fort and aggregate expenditures under paragraph (1), 
the Secretary shall exclude capital expenditures and 
special one-time project costs. 
(3) DECREASE
IN
FEDERAL
SUPPORT.—If the 
amount made available for adult education and lit-
eracy activities under this title for a fiscal year is less 
than the amount made available for adult education 
and literacy activities under this title for the pre-
ceding fiscal year, then the fiscal effort per student 
and the aggregate expenditures of an eligible agency 
required in order to avoid a reduction under para-
graph (1)(B) shall be decreased by the same percent-
age as the percentage decrease in the amount so made 
available. 
(4) WAIVER.—The Secretary may waive the re-
quirements of this subsection for not more than 1 fis-
cal year, if the Secretary determines that a waiver 
would be equitable due to exceptional or uncontrol-
lable circumstances, such as a natural disaster or an 
unforeseen and precipitous decline in the financial re-
sources of the State or outlying area of the eligible 
agency. If the Secretary grants a waiver under the
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† HR 803 EAS 
preceding sentence for a fiscal year, the level of effort 
required under paragraph (1) shall not be reduced in 
the subsequent fiscal year because of the waiver. 
SEC. 242. NATIONAL LEADERSHIP ACTIVITIES. 
(a) IN GENERAL.—The Secretary shall establish and 
carry out a program of national leadership activities to en-
hance the quality and outcomes of adult education and lit-
eracy activities and programs nationwide. 
(b) REQUIRED ACTIVITIES.—The national leadership 
activities described in subsection (a) shall include technical 
assistance, including— 
(1) assistance to help States meet the require-
ments of section 116; 
(2) upon request by a State, assistance provided 
to eligible providers in using performance account-
ability measures based on indicators described in sec-
tion 116, and data systems for the improvement of 
adult education and literacy activities; 
(3) carrying out rigorous research and evalua-
tion on effective adult education and literacy activi-
ties, as well as estimating the number of adults func-
tioning at the lowest levels of literacy proficiency, 
which shall be coordinated across relevant Federal 
agencies, including the Institute of Education 
Sciences; and
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† HR 803 EAS 
(4) carrying out an independent evaluation at 
least once every 4 years of the programs and activities 
under this title, taking into consideration the evalua-
tion subjects referred to in section 169(a)(2). 
(c) ALLOWABLE ACTIVITIES.—The national leadership 
activities described in subsection (a) may include the fol-
lowing: 
(1) Technical assistance, including— 
(A) assistance related to professional devel-
opment activities, and assistance for the pur-
poses of developing, improving, identifying, and 
disseminating the most successful methods and 
techniques for providing adult education and lit-
eracy activities, based on scientifically valid re-
search where available; 
(B) assistance in distance education and 
promoting and improving the use of technology 
in the classroom, including instruction in 
English language acquisition for English lan-
guage learners; 
(C) assistance in the development and dis-
semination of proven models for addressing the 
digital literacy needs of adults, including older 
adults; and
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† HR 803 EAS 
(D) supporting efforts aimed at strength-
ening programs at the State and local levels, 
such as technical assistance in program plan-
ning, assessment, evaluation, and monitoring of 
activities carried out under this title. 
(2) Funding national leadership activities either 
directly or through grants, contracts, or cooperative 
agreements awarded on a competitive basis to or with 
postsecondary educational institutions, institutions of 
higher education, public or private organizations or 
agencies (including public libraries), or consortia of 
such institutions, organizations, or agencies, which 
may include— 
(A) developing, improving, and identifying 
the most successful methods and techniques for 
addressing the education needs of adults, includ-
ing instructional practices using the essential 
components of reading instruction based on the 
work of the National Institute of Child Health 
and Human Development; 
(B) supporting national, regional, or local 
networks of private nonprofit organizations, pub-
lic libraries, or institutions of higher education 
to strengthen the ability of such networks’ mem-
532 
† HR 803 EAS 
bers to meet the performance requirements de-
scribed in section 116 of eligible providers; 
(C) increasing the effectiveness, and improv-
ing the quality, of adult education and literacy 
activities, which may include— 
(i) carrying out rigorous research; 
(ii) carrying out demonstration pro-
grams; 
(iii) accelerating learning outcomes for 
eligible individuals with the lowest literacy 
levels; 
(iv) developing and promoting career 
pathways for eligible individuals; 
(v) promoting concurrent enrollment 
programs in adult education and credit 
bearing postsecondary coursework; 
(vi) developing high-quality profes-
sional development activities for eligible 
providers; and 
(vii) developing, replicating, and dis-
seminating information on best practices 
and innovative programs, such as— 
(I) the identification of effective 
strategies for working with adults with
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† HR 803 EAS 
learning disabilities and with adults 
who are English language learners; 
(II) integrated education and 
training programs; 
(III) workplace adult education 
and literacy activities; and 
(IV) postsecondary education and 
training transition programs; 
(D) providing for the conduct of an inde-
pendent evaluation and assessment of adult edu-
cation and literacy activities through grants and 
contracts awarded on a competitive basis, which 
shall include descriptions of— 
(i) the effect of performance account-
ability measures and other measures of ac-
countability on the delivery of adult edu-
cation and literacy activities; 
(ii) the extent to which the adult edu-
cation and literacy activities increase the 
literacy skills of eligible individuals, lead to 
involvement in education and training, en-
hance the employment and earnings of such 
participants, and, if applicable, lead to 
other positive outcomes, such as success in 
re-entry and reductions in recidivism in the
534 
† HR 803 EAS 
case of prison-based adult education and 
literacy activities; 
(iii) the extent to which the provision 
of support services to eligible individuals 
enrolled in adult education and literacy ac-
tivities increase the rate of enrollment in, 
and successful completion of, such pro-
grams; and 
(iv) the extent to which different types 
of providers measurably improve the skills 
of eligible individuals in adult education 
and literacy activities; 
(E) collecting data, such as data regarding 
the improvement of both local and State data 
systems, through technical assistance and devel-
opment of model performance data collection sys-
tems; 
(F) determining how participation in adult 
education and literacy activities prepares eligible 
individuals for entry into postsecondary edu-
cation and employment and, in the case of pro-
grams carried out in correctional institutions, 
has an effect on recidivism; and
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† HR 803 EAS 
(G) other activities designed to enhance the 
quality of adult education and literacy activities 
nationwide. 
SEC. 243. INTEGRATED ENGLISH LITERACY AND CIVICS 
EDUCATION. 
(a) IN GENERAL.—From funds made available under 
section 211(a)(2) for each fiscal year, the Secretary shall 
award grants to States, from allotments under subsection 
(b), for integrated English literacy and civics education, in 
combination with integrated education and training activi-
ties. 
(b) ALLOTMENT.— 
(1) IN
GENERAL.—Subject to paragraph (2), 
from amounts made available under section 211(a)(2) 
for a fiscal year, the Secretary shall allocate— 
(A) 65 percent to the States on the basis of 
a State’s need for integrated English literacy 
and civics education, as determined by calcu-
lating each State’s share of a 10-year average of 
the data of the Office of Immigration Statistics 
of the Department of Homeland Security for im-
migrants admitted for legal permanent residence 
for the 10 most recent years; and 
(B) 35 percent to the States on the basis of 
whether the State experienced growth, as meas-
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† HR 803 EAS 
ured by the average of the 3 most recent years 
for which the data of the Office of Immigration 
Statistics of the Department of Homeland Secu-
rity for immigrants admitted for legal perma-
nent residence are available. 
(2) MINIMUM.—No State shall receive an allot-
ment under paragraph (1) in an amount that is less 
than $60,000. 
(c) GOAL.—Each program that receives funding under 
this section shall be designed to— 
(1) prepare adults who are English language 
learners for, and place such adults in, unsubsidized 
employment in in-demand industries and occupations 
that lead to economic self-sufficiency; and 
(2) integrate with the local workforce develop-
ment system and its functions to carry out the activi-
ties of the program. 
(d) REPORT.—The Secretary shall prepare and submit 
to the Committee on Education and the Workforce of the 
House of Representatives, and the Committee on Health, 
Education, Labor, and Pensions of the Senate and make 
available to the public, a report on the activities carried 
out under this section.
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† HR 803 EAS 
(A) by striking ‘‘134(c)’’ and inserting 
‘‘121(e)’’; and 
(B) by striking ‘‘Workforce Investment Act 
of 1998’’ and inserting ‘‘Workforce Innovation 
and Opportunity Act’’; and 
(4) in paragraph (4), by striking ‘‘and’’ at the 
end; 
(5) in paragraph (5), by striking the period and 
inserting ‘‘; and’’; and 
(6) by adding at the end the following: 
‘‘(6) the term ‘employment service office’ means 
a local office of a State agency; and 
‘‘(7) except in section 15, the term ‘State agen-
cy’, used without further description, means an agen-
cy designated or authorized under section 4.’’. 
SEC. 303. FEDERAL AND STATE EMPLOYMENT SERVICE OF-
FICES. 
(a) COORDINATION.—Section 3(a) of the Wagner- 
Peyser Act (29 U.S.C. 49b(a)) is amended by striking ‘‘serv-
ices’’ and inserting ‘‘service offices’’. 
(b) PUBLIC LABOR EXCHANGE SERVICES SYSTEM.— 
Section 3(c) of the Wagner-Peyser Act (29 U.S.C. 49b(c)) 
is amended—
539 
† HR 803 EAS 
(1) in paragraph (2), by striking the semicolon 
and inserting ‘‘, and identify and disseminate infor-
mation on best practices for such system; and’’; and 
(2) by adding at the end the following: 
‘‘(4) in coordination with the State agencies and 
the staff of such agencies, assist in the planning and 
implementation of activities to enhance the profes-
sional development and career advancement opportu-
nities of such staff, in order to strengthen the provi-
sion of a broad range of career guidance services, the 
identification of job openings (including providing 
intensive outreach to small and medium-sized em-
ployers and enhanced employer services), the provi-
sion of technical assistance and training to other pro-
viders of workforce development activities (including 
workplace learning advisors) relating to counseling 
and employment-related services, and the development 
of new strategies for coordinating counseling and 
technology.’’. 
(c) ONE-STOP CENTERS.—Section 3 of the Wagner- 
Peyser Act (29 U.S.C. 49b) is amended by inserting after 
subsection (c) the following: 
‘‘(d) In order to improve service delivery, avoid dupli-
cation of services, and enhance coordination of services, in-
cluding location of staff to ensure access to services under
540 
† HR 803 EAS 
section 7(a) statewide in underserved areas, employment 
service offices in each State shall be colocated with one-stop 
centers. 
‘‘(e) The Secretary, in consultation with States, is au-
thorized to assist the States in the development of national 
electronic tools that may be used to improve access to work-
force information for individuals through— 
‘‘(1) the one-stop delivery systems established as 
described in section 121(e) of the Workforce Innova-
tion and Opportunity Act; and 
‘‘(2) such other delivery systems as the Secretary 
determines to be appropriate.’’. 
SEC. 304. ALLOTMENT OF SUMS. 
Section 6 of the Wagner-Peyser Act (29 U.S.C. 49e) 
is amended— 
(1) in subsection (a), by striking ‘‘amounts ap-
propriated pursuant to section 5’’ and inserting 
‘‘funds appropriated and (except for Guam) certified 
under section 5 and made available for allotments 
under this section’’; and 
(2) in subsection (b)(1)— 
(A) in the matter preceding subparagraph 
(A)—
541 
† HR 803 EAS 
(i) by inserting before ‘‘the Secretary’’ 
the following ‘‘after making the allotments 
required by subsection (a),’’; and 
(ii) by striking ‘‘sums’’ and all that 
follows through ‘‘this Act’’ and inserting 
‘‘funds described in subsection (a)’’; 
(B) in each of subparagraphs (A) and (B), 
by striking ‘‘sums’’ and inserting ‘‘remainder’’; 
and 
(C) by adding at the end the following: 
‘‘For purposes of this paragraph, the term ‘State’ 
does not include Guam or the Virgin Islands.’’. 
SEC. 305. USE OF SUMS. 
(a) IMPROVED COORDINATION.—Section 7(a)(1) of the 
Wagner-Peyser Act (29 U.S.C. 49f(a)(1)) is amended by in-
serting ‘‘, including unemployment insurance claimants,’’ 
after ‘‘seekers’’. 
(b) RESOURCES
FOR UNEMPLOYMENT INSURANCE 
CLAIMANTS.—Section 7(a)(3) of the Wagner-Peyser Act (29 
U.S.C. 49f(a)(3)) is amended— 
(1) by striking ‘‘and’’ at the end of subpara-
graph (E); 
(2) in subparagraph (F)— 
(A) by inserting ‘‘, including making eligi-
bility assessments,’’ after ‘‘system’’; and
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† HR 803 EAS 
(B) by striking the period at the end and 
inserting ‘‘; and’’; and 
(3) by inserting after subparagraph (F) the fol-
lowing: 
‘‘(G) providing unemployment insurance 
claimants with referrals to, and application as-
sistance for, training and education resources 
and programs, including Federal Pell Grants 
under subpart 1 of part A of title IV of the 
Higher Education Act of 1965 (20 U.S.C. 1070a 
et seq.), educational assistance under chapter 30 
of title 38, United States Code (commonly re-
ferred to as the Montgomery GI Bill), and chap-
ter 33 of that title (Post-9/11 Veterans Edu-
cational Assistance), student assistance under 
title IV of the Higher Education Act of 1965 (20 
U.S.C. 1070 et seq.), State student higher edu-
cation assistance, and training and education 
programs provided under titles I and II of the 
Workforce Innovation and Opportunity Act, and 
title I of the Rehabilitation Act of 1973 (29 
U.S.C. 720 et seq.).’’. 
(c) STATE ACTIVITIES.—Section 7(b) of the Wagner- 
Peyser Act (29 U.S.C. 49f(b)) is amended—
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† HR 803 EAS 
(1) in paragraph (1), by striking ‘‘performance 
standards established by the Secretary’’ and inserting 
‘‘the performance accountability measures that are 
based 
on 
indicators 
described 
in 
section 
116(b)(2)(A)(i) of the Workforce Innovation and Op-
portunity Act’’; 
(2) in paragraph (2), by inserting ‘‘offices’’ after 
‘‘employment service’’; and 
(3) in paragraph (3), by inserting ‘‘, and models 
for enhancing professional development and career 
advancement opportunities of State agency staff, as 
described in section 3(c)(4)’’ after ‘‘subsection (a)’’. 
(d) PROVIDING
ADDITIONAL
FUNDS.—Subsections 
(c)(2) and (d) of section 7 of the Wagner-Peyser Act (29 
U.S.C. 49f) are amended by striking ‘‘the Workforce Invest-
ment Act of 1998’’ and inserting ‘‘the Workforce Innovation 
and Opportunity Act’’. 
(e) CONFORMING AMENDMENT.—Section 7(e) of the 
Wagner-Peyser Act (29 U.S.C. 49f(e)) is amended by strik-
ing ‘‘labor employment statistics’’ and inserting ‘‘workforce 
and labor market information’’. 
SEC. 306. STATE PLAN. 
Section 8 of the Wagner-Peyser Act (29 U.S.C. 49g) 
is amended to read as follows:
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† HR 803 EAS 
‘‘SEC. 8. Any State desiring to receive assistance under 
section 6 shall prepare and submit to, and have approved 
by, the Secretary and the Secretary of Education, a State 
plan in accordance with section 102 or 103 of the Workforce 
Innovation and Opportunity Act.’’. 
SEC. 307. PERFORMANCE MEASURES. 
Section 13(a) of the Wagner-Peyser Act (29 U.S.C. 
49l(a)) is amended to read as follows: 
‘‘(a) The activities carried out pursuant to section 7 
shall be subject to the performance accountability measures 
that are based on indicators described in section 
116(b)(2)(A)(i) of the Workforce Innovation and Oppor-
tunity Act.’’. 
SEC. 308. WORKFORCE AND LABOR MARKET INFORMATION 
SYSTEM. 
(a) HEADING.—The section heading for section 15 of 
the Wagner-Peyser Act (29 U.S.C. 49l–2) is amended by 
striking ‘‘EMPLOYMENT
STATISTICS’’ and inserting 
‘‘WORKFORCE AND LABOR MARKET INFORMATION 
SYSTEM’’. 
(b) NAME OF SYSTEM.—Section 15(a)(1) of the Wag-
ner-Peyser Act (29 U.S.C. 49l–2(a)(1)) is amended by strik-
ing ‘‘employment statistics system of employment statis-
tics’’ and inserting ‘‘workforce and labor market informa-
tion system’’.
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† HR 803 EAS 
(c) SYSTEM RESPONSIBILITIES.—Section 15(b) of the 
Wagner-Peyser Act (29 U.S.C. 49l–2(b)) is amended— 
(1) by striking paragraph (1) and inserting the 
following: 
‘‘(1) IN GENERAL.— 
‘‘(A) 
STRUCTURE.—The 
workforce 
and 
labor market information system described in 
subsection (a) shall be evaluated and improved 
by the Secretary, in consultation with the Work-
force Information Advisory Council established 
in subsection (d). 
‘‘(B) GRANTS AND RESPONSIBILITIES.— 
‘‘(i) IN GENERAL.—The Secretary shall 
carry out the provisions of this section in a 
timely manner, through grants to or agree-
ments with States. 
‘‘(ii) DISTRIBUTION OF FUNDS.—Using 
amounts appropriated under subsection (g), 
the Secretary shall provide funds through 
those grants and agreements. In distrib-
uting the funds (relating to workforce and 
labor market information funding) for fiscal 
years 2015 through 2020, the Secretary 
shall continue to distribute the funds to 
States in the manner in which the Sec-
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† HR 803 EAS 
retary distributed funds to the States under 
this section for fiscal years 2004 through 
2008.’’; and 
(2) by striking paragraph (2) and inserting the 
following: 
‘‘(2) DUTIES.—The Secretary, with respect to 
data collection, analysis, and dissemination of work-
force and labor market information for the system, 
shall carry out the following duties: 
‘‘(A) Assign responsibilities within the De-
partment of Labor for elements of the workforce 
and labor market information system described 
in subsection (a) to ensure that the statistical 
and administrative data collected is consistent 
with appropriate Bureau of Labor Statistics 
standards and definitions, and that the informa-
tion is accessible and understandable to users of 
such data. 
‘‘(B) Actively seek the cooperation of heads 
of other Federal agencies to establish and main-
tain mechanisms for ensuring complementarity 
and nonduplication in the development and op-
eration of statistical and administrative data 
collection activities.
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† HR 803 EAS 
‘‘(C) Solicit, receive, and evaluate the rec-
ommendations from the Workforce Information 
Advisory Council established in subsection (d) 
concerning the evaluation and improvement of 
the workforce and labor market information sys-
tem described in subsection (a) and respond in 
writing to the Council regarding the rec-
ommendations. 
‘‘(D) Eliminate gaps and duplication in 
statistical undertakings. 
‘‘(E) Through the Bureau of Labor Statis-
tics and the Employment and Training Admin-
istration, and in collaboration with States, de-
velop and maintain the elements of the workforce 
and labor market information system described 
in subsection (a), including the development of 
consistent procedures and definitions for use by 
the States in collecting the data and information 
described in subparagraphs (A) and (B) of sub-
section (a)(1). 
‘‘(F) Establish procedures for the system to 
ensure that— 
‘‘(i) such data and information are 
timely; and
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† HR 803 EAS 
‘‘(ii) paperwork and reporting for the 
system are reduced to a minimum.’’. 
(d) TWO-YEAR PLAN.—Section 15 of the Wagner- 
Peyser Act (29 U.S.C. 49l–2) is amended by striking sub-
section (c) and inserting the following: 
‘‘(c) TWO-YEAR PLAN.—The Secretary, acting through 
the Commissioner of Labor Statistics and the Assistant Sec-
retary for Employment and Training, and in consultation 
with the Workforce Information Advisory Council described 
in subsection (d) and heads of other appropriate Federal 
agencies, shall prepare a 2-year plan for the workforce and 
labor market information system. The plan shall be devel-
oped and implemented in a manner that takes into account 
the activities described in State plans submitted by States 
under section 102 or 103 of the Workforce Innovation and 
Opportunity Act and shall be submitted to the Committee 
on Education and the Workforce of the House of Representa-
tives and the Committee on Health, Education, Labor, and 
Pensions of the Senate. The plan shall include— 
‘‘(1) a description of how the Secretary will work 
with the States to manage the nationwide workforce 
and labor market information system described in 
subsection (a) and the statewide workforce and labor 
market information systems that comprise the nation-
wide system;
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‘‘(2) a description of the steps to be taken in the 
following 2 years to carry out the duties described in 
subsection (b)(2); 
‘‘(3) an evaluation of the performance of the sys-
tem, with particular attention to the improvements 
needed at the State and local levels; 
‘‘(4) a description of the involvement of States in 
the development of the plan, through consultation by 
the Secretary with the Workforce Information Advi-
sory Council in accordance with subsection (d); and 
‘‘(5) a description of the written recommenda-
tions received from the Workforce Information Advi-
sory Council established under subsection (d), and the 
extent to which those recommendations were incor-
porated into the plan.’’. 
(e) WORKFORCE INFORMATION ADVISORY COUNCIL.— 
Section 15 of the Wagner-Peyser Act (29 U.S.C. 49l–2) is 
amended by striking subsection (d) and inserting the fol-
lowing: 
‘‘(d) WORKFORCE INFORMATION ADVISORY COUN-
CIL.— 
‘‘(1) IN GENERAL.—The Secretary, through the 
Commissioner of Labor Statistics and the Assistant 
Secretary for Employment and Training, shall for-
mally consult at least twice annually with the Work-
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force Information Advisory Council established in ac-
cordance with paragraph (2). Such consultations 
shall address the evaluation and improvement of the 
nationwide workforce and labor market information 
system described in subsection (a) and the statewide 
workforce and labor market information systems that 
comprise the nationwide system and how the Depart-
ment of Labor and the States will cooperate in the 
management of such systems. The Council shall pro-
vide written recommendations to the Secretary con-
cerning the evaluation and improvement of the na-
tionwide system, including any recommendations re-
garding the 2-year plan described in subsection (c). 
‘‘(2) ESTABLISHMENT OF COUNCIL.— 
‘‘(A) ESTABLISHMENT.—The Secretary shall 
establish an advisory council that shall be known 
as the Workforce Information Advisory Council 
(referred to in this section as the ‘Council’) to 
participate in the consultations and provide the 
recommendations described in paragraph (1). 
‘‘(B) MEMBERSHIP.—The Secretary shall 
appoint the members of the Council, which shall 
consist of— 
‘‘(i) 4 members who are representatives 
of lead State agencies with responsibility for