105TH CONGRESS
1ST SESSION
H. R. 2614
AN ACT
To improve the reading and literacy skills of chil-
dren and families by improving in-service instruc-
tional practices for teachers who teach reading,
to stimulate the development of more high-qual-
ity family literacy programs, to support extended
learning-time opportunities for children, to en-
sure that children can read well and independ-
ently not later than third grade, and for other
purposes.
105TH CONGRESS
1ST SESSION
H. R. 2614
AN ACT
To improve the reading and literacy skills of children and
families by improving in-service instructional practices
for teachers who teach reading, to stimulate the develop-
ment of more high-quality family literacy programs, to
support extended learning-time opportunities for chil-
dren, to ensure that children can read well and independ-
ently not later than third grade, and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ‘‘Reading Excellence
Act’’.
TITLE I—READING GRANTS
SEC. 101. AMENDMENT TO ESEA FOR READING GRANTS.
The Elementary and Secondary Education Act of
1965 (20 U.S.C. 6301 et seq.) is amended by adding at
the end the following:
‘‘TITLE XV—READING GRANTS
‘‘SEC. 15101. PURPOSE.
‘‘The purposes of this title are as follows:
‘‘(1) To teach every child to read in their early
childhood years—
‘‘(A) as soon as they are ready to read; or
‘‘(B) as soon as possible once they enter
school, but not later than 3d grade.
‘‘(2) To improve the reading skills of students,
and the in-service instructional practices for teachers
who teach reading, through the use of findings from
reliable, replicable research on reading, including
phonics.
‘‘(3) To expand the number of high-quality
family literacy programs.
‘‘(4) To reduce the number of children who are
inappropriately referred to special education due to
reading difficulties.
‘‘SEC. 15102. DEFINITIONS.
‘‘For purposes of this title:
‘‘(1) ELIGIBLE
PROFESSIONAL
DEVELOPMENT
PROVIDER.—The term ‘eligible professional develop-
ment provider’ means a provider of professional de-
velopment in reading instruction to teachers that is
based on reliable, replicable research on reading.
‘‘(2) ELIGIBLE RESEARCH INSTITUTION.—The
term ‘eligible research institution’ means an institu-
tion of higher education at which reliable, replicable
research on reading has been conducted.
‘‘(3) FAMILY LITERACY SERVICES.—The term
‘family literacy services’ means services provided to
participants on a voluntary basis that are of suffi-
cient intensity in terms of hours, and of sufficient
duration, to make sustainable changes in a family
(such as eliminating or reducing welfare depend-
ency) and that integrate all of the following activi-
ties:
‘‘(A) Interactive literacy activities between
parents and their children.
‘‘(B) Equipping parents to partner with
their children in learning.
‘‘(C) Parent literacy training, including
training that contributes to economic self-suffi-
ciency.
‘‘(D) Appropriate instruction for children
of parents receiving parent literacy services.
‘‘(4) READING.—The term ‘reading’ means the
process of comprehending the meaning of written
text by depending on—
‘‘(A) the ability to use phonics skills, that
is, knowledge of letters and sounds, to decode
printed words quickly and effortlessly, both si-
lently and aloud;
‘‘(B) the ability to use previously learned
strategies for reading comprehension; and
‘‘(C) the ability to think critically about
the meaning, message, and aesthetic value of
the text.
‘‘(5) READING READINESS.—The term ‘reading
readiness’ means activities that—
‘‘(A) provide experience and opportunity
for language development;
‘‘(B) create appreciation of the written
word;
‘‘(C) develop an awareness of printed lan-
guage, the alphabet, and phonemic awareness;
and
‘‘(D) develop an understanding that spo-
ken and written language is made up of pho-
nemes, syllables, and words.
‘‘(6) RELIABLE, REPLICABLE RESEARCH.—The
term ‘reliable, replicable research’ means objective,
valid, scientific studies that—
‘‘(A) include rigorously defined samples of
subjects that are sufficiently large and rep-
resentative to support the general conclusions
drawn;
‘‘(B) rely on measurements that meet es-
tablished standards of reliability and validity;
‘‘(C) test competing theories, where mul-
tiple theories exist;
‘‘(D) are subjected to peer review before
their results are published; and
‘‘(E) discover effective strategies for im-
proving reading skills.
‘‘SEC. 15103. GRANTS TO READING AND LITERACY PART-
NERSHIPS.
‘‘(a) PROGRAM AUTHORIZED.—The Secretary may
make grants on a competitive basis to reading and literacy
working with children to improve their
reading skills, particularly a community-
based organization using volunteers.
‘‘(B) OPTIONAL
PARTICIPANTS.—A read-
ing and literacy partnership may include addi-
tional participants, who shall be selected jointly
by the Governor and the chief State school offi-
cer, which may include—
‘‘(i) State directors of appropriate
Federal or State programs with a strong
reading component;
‘‘(ii) a parent of a public or private
school student or a parent who educates
their child or children in their home;
‘‘(iii) a teacher who teaches reading;
or
‘‘(iv) a representative of (I) an insti-
tution of higher education operating a pro-
gram of teacher preparation in the State;
(II) a local educational agency; (III) an eli-
gible research institution; (IV) a private
nonprofit or for-profit eligible professional
development provider providing instruction
based on reliable, replicable research on
reading; (V) a family literacy service pro-
vider; (VI) an adult education provider;
(VII) a volunteer organization that is in-
volved in reading programs; or (VIII) a
school or a public library that offers read-
ing or literacy programs for children or
families.
‘‘(2) AGREEMENT.—The contractual agreement
that establishes a reading and literacy partnership—
‘‘(A) shall specify—
‘‘(i) the nature and extent of the asso-
ciation among the participants referred to
in paragraph (1); and
‘‘(ii) the roles and duties of each such
participant; and
‘‘(B) shall remain in effect during the en-
tire grant period proposed in the partnership’s
grant application under subsection (e).
‘‘(3) FUNCTIONS.—Each reading and literacy
partnership for a State shall prepare and submit an
application under subsection (e) and, if the partner-
ship receives a grant under this section—
‘‘(A) shall solicit applications for, and
award, subgrants under sections 15104 and
15105;
‘‘(B) shall oversee the performance of the
subgrants and submit performance reports in
accordance with subsection (h);
‘‘(C) if sufficient grant funds are available
under this title—
‘‘(i) work to enhance the capacity of
agencies in the State to disseminate reli-
able, replicable research on reading to
schools, classrooms, and providers of early
education and child care;
‘‘(ii) facilitate the provision of tech-
nical assistance to subgrantees under sec-
tions 15104 and 15105 by providing them
information about technical assistance pro-
viders; and
‘‘(iii) build on, and promote coordina-
tion among, literacy programs in the State,
in order to increase their effectiveness and
to avoid duplication of their efforts; and
‘‘(D) shall ensure that each local edu-
cational agency to which the partnership makes
a subgrant under section 15104 makes avail-
able, upon request and in an understandable
and uniform format, to any parent of a student
attending any school selected under section
15104(a)(2) in the geographic area served by
the agency, information regarding the qualifica-
tions of the student’s classroom teacher to pro-
vide instruction in reading.
‘‘(4) FISCAL
AGENT.—The State educational
agency shall act as the fiscal agent for the reading
and literacy partnership for the purposes of receipt
of funds from the Secretary, disbursement of funds
to subgrantees under sections 15104 and 15105,
and accounting for such funds.
‘‘(c) PRE-EXISTING PARTNERSHIP.—If, before the
date of the enactment of the Reading Excellence Act, a
State established a consortium, partnership, or any other
similar body, that includes the Governor and the chief
State school officer and has, as a central part of its mis-
sion, the promotion of literacy for children in their early
childhood years through the 3d grade, but that does not
satisfy the requirements of subsection (b)(1), the State
may elect to treat that consortium, partnership, or body
as the reading and literacy partnership for the State not-
withstanding such subsection, and it shall be considered
a reading and literacy partnership for purposes of the
other provisions of this title.
‘‘(d) 
MULTI-STATE
PARTNERSHIP
ARRANGE-
MENTS.—A reading and literacy partnership that satisfies
the requirements of subsection (b) may join with other
such partnerships in other States to develop a single appli-
cation that satisfies the requirements of subsection (e) and
identifies which State educational agency, from among the
States joining, shall act as the fiscal agent for the multi-
State arrangement. For purposes of the other provisions
of this title, any such multi-State arrangement shall be
considered to be a reading and literacy partnership.
‘‘(e) APPLICATIONS.—A reading and literacy partner-
ship that desires to receive a grant under this section shall
submit an application to the Secretary at such time, in
such manner, and including such information as the Sec-
retary may require. The application—
‘‘(1) shall describe how the partnership will en-
sure that 95 percent of the grant funds are used to
make subgrants under sections 15104 and 15105;
‘‘(2) shall be integrated, to the maximum extent
possible, with State plans and programs under this
Act, the Individuals with Disabilities Education Act,
and, to the extent appropriate, the Adult Education
Act;
‘‘(3) shall describe how the partnership will en-
sure that professional development funds available at
the State and local levels are used effectively to im-
prove instructional practices for reading and are
based on reliable, replicable research on reading;
‘‘(4) shall describe—
‘‘(A) the contractual agreement that estab-
lishes the partnership, including at least the ele-
ments of the agreement referred to in sub-
section (b)(2);
‘‘(B) how the partnership will assess, on a
regular basis, the extent to which the activities
undertaken by the partnership and the partner-
ship’s subgrantees under this title have been ef-
fective in achieving the purposes of this title;
‘‘(C) what evaluation instruments the part-
nership will use to determine the success of
local educational agencies to whom subgrants
under sections 15104 and 15105 are made in
achieving the purposes of this title;
‘‘(D) how subgrants made by the partner-
ship under such sections will meet the require-
ments of this title, including how the partner-
ship will ensure that subgrantees will use prac-
tices based on reliable, replicable research on
reading; and
‘‘(E) how the partnership will, to the ex-
tent practicable, make grants to subgrantees in
both rural and urban areas;
‘‘(5) shall include an assurance that each local
educational agency to whom the partnership makes
a subgrant under section 15104—
‘‘(A) will carry out family literacy pro-
grams based on the Even Start family literacy
model authorized under part B of title I to en-
able parents to be their child’s first and most
important teacher, and will make payments for
the receipt of technical assistance for the devel-
opment of such programs;
‘‘(B) will carry out programs to assist
those kindergarten students who are not ready
for the transition to 1st grade, particularly stu-
dents experiencing difficulty with reading skills;
‘‘(C) will use supervised individuals (in-
cluding tutors), who have been appropriately
trained using reliable, replicable research on
reading, to provide additional support, before
school, after school, on weekends, during non-
instructional periods of the school day, or dur-
ing the summer, for students in grades 1
through 3 who are experiencing difficulty read-
ing; and
‘‘(D) will carry out professional develop-
ment for the classroom teacher and other ap-
propriate teaching staff on the teaching of read-
ing based on reliable, replicable research on
reading; and
‘‘(6) shall describe how the partnership—
‘‘(A) will ensure that a portion of the
grant funds that the partnership receives in
each fiscal year will be used to make subgrants
under section 15105; and
‘‘(B) will make local educational agencies
described in section 15105(a)(1) aware of the
availability of such subgrants.
‘‘(f) PEER REVIEW PANEL.—
‘‘(1) COMPOSITION OF PEER REVIEW PANEL.—
‘‘(A) IN
GENERAL.—The National Insti-
tute for Literacy, in consultation with the Na-
tional Research Council of the National Acad-
emy of Sciences, the National Institute of Child
Health and Human Development, and the Sec-
retary, shall convene a panel to evaluate appli-
cations under this section. At a minimum the
panel shall include representatives of the Na-
tional Institute for Literacy, the National Re-
search Council of the National Academy of
Sciences, the National Institute of Child Health
and Human Development, and the Secretary.
‘‘(B) EXPERTS.—The panel shall include
experts who are competent, by virtue of their
training, expertise, or experience, to evaluate
applications under this section, and experts who
provide professional development to teachers of
reading to children and adults, based on reli-
able, replicable research on reading.
‘‘(C) LIMITATION.—Not more than 1⁄3 of
the panel may be composed of individuals who
are employees of the Federal Government.
‘‘(2) PAYMENT
OF
FEES
AND
EXPENSES
OF
CERTAIN MEMBERS.—The Secretary shall use funds
reserved under section 15109(b)(2) to pay the ex-
penses and fees of panel members who are not em-
ployees of the Federal Government.
‘‘(3) DUTIES OF PANEL.—
‘‘(A) MODEL
APPLICATION
FORMS.—The
peer review panel shall develop a model applica-
tion form for reading and literacy partnerships
desiring to apply for a grant under this section.
The peer review panel shall submit the model
application form to the Secretary for final ap-
proval.
‘‘(B) SELECTION OF APPLICATIONS.—
‘‘(i) RECOMMENDATIONS OF PANEL.—
‘‘(I) IN
GENERAL.—The Sec-
retary shall receive grant applications
from reading and literacy partnerships
under this section and shall provide
the applications to the peer review
panel for evaluation. With respect to
each application, the peer review panel
shall initially recommend the applica-
tion for funding or for disapproval.
‘‘(II) PRIORITY.—In recommend-
ing applications to the Secretary, the
panel shall give priority to applica-
tions from States that have modified,
are modifying, or provide an assur-
ance that not later than 1 year after
receiving a grant under this section
the State will modify, State teacher
certification in the area of reading to
reflect reliable, replicable research, ex-
cept that nothing in this Act shall be
construed to establish a national sys-
tem of teacher certification.
‘‘(III) RANKING
OF
APPLICA-
TIONS.—With respect to each applica-
tion recommended for funding, the
panel shall assign the application a
rank, relative to other recommended
applications, based on the priority de-
scribed in subclause (II), the extent to
which the application furthers the
purposes of this part, and the overall
quality of the application.
‘‘(IV) 
RECOMMENDATION
OF
AMOUNT.—With respect to each appli-
cation recommended for funding, the
panel shall make a recommendation to
the Secretary with respect to the
amount of the grant that should be
made.
‘‘(ii) SECRETARIAL SELECTION.—
‘‘(I) IN
GENERAL.—Subject to
clause (iii), the Secretary shall deter-
mine, based on the peer review panel’s
recommendations, which applications
from reading and literacy partnerships
shall receive funding and the amounts
of such grants. In determining grant
amounts, the Secretary shall take into
account the total amount of funds
available for all grants under this sec-
tion and the types of activities pro-
posed to be carried out by the part-
nership.
‘‘(II) EFFECT
OF
RANKING
BY
PANEL.—In making grants under this
section, the Secretary shall select ap-
plications according to the ranking of
the applications by the peer review
panel, except in cases where the Sec-
retary determines, for good cause,
that a variation from that order is ap-
propriate.
‘‘(iii) MINIMUM
GRANT
AMOUNTS.—
Each reading and literacy partnership se-
lected to receive a grant under this section
shall receive an amount for each fiscal year
that is not less than $100,000.
‘‘(g) LIMITATION ON ADMINISTRATIVE EXPENSES.—
A reading and literacy partnership that receives a grant
under this section may use not more than 3 percent of
the grant funds for administrative costs.
‘‘(h) REPORTING.—
‘‘(1) IN
GENERAL.—A reading and literacy
partnership that receives a grant under this section
shall submit performance reports to the Secretary
pursuant to a schedule to be determined by the Sec-
retary, but not more frequently than annually. Such
reports shall include—
‘‘(A) the results of use of the evaluation in-
struments referred to in subsection (e)(4)(C);
‘‘(B) the process used to select sub-
grantees;
‘‘(C) a description of the subgrantees re-
ceiving funds under this title; and
‘‘(D) with respect to subgrants under sec-
tion 15104, the model or models of reading in-
struction, based on reliable, replicable research
on reading, selected by subgrantees.
‘‘(2) PROVISION TO PEER REVIEW PANEL.—The
Secretary shall provide the reports submitted under
paragraph (1) to the peer review panel convened
under subsection (f). The panel shall use such re-
ports in recommending applications for funding
under this section.
‘‘SEC. 15104. LOCAL READING IMPROVEMENT SUBGRANTS.
‘‘(a) IN GENERAL.—
‘‘(1) SUBGRANTS.—A reading and literacy part-
nership that receives a grant under section 15103
shall make subgrants, on a competitive basis, to
local educational agencies that have at least 1 school
that is identified for school improvement under sec-
tion 1116(c) in the geographic area served by the
agency.
‘‘(2) ROLE
OF
LOCAL
EDUCATIONAL
AGEN-
CIES.—A local educational agency that receives a
subgrant under this section shall use the subgrant in
a manner consistent with this section to advance re-
form of reading instruction in any school selected by
the agency that—
‘‘(A) is identified for school improvement
under section 1116(c) at the time the agency
receives the subgrant; and
‘‘(B) has a contractual association with 1
or more community-based organizations that
have established a record of effectiveness with
respect to reading readiness, reading instruction
for children in kindergarten through 3d grade,
and early childhood literacy.
‘‘(b) GRANT PERIOD.—A subgrant under this section
shall be for a period of 3 years and may not be revoked
or terminated on the ground that a school ceases, during
the grant period, to be identified for school improvement
under section 1116(c).
‘‘(c) APPLICATIONS.—A local educational agency that
desires to receive a subgrant under this section shall sub-
mit an application to the reading and literacy partnership
at such time, in such manner, and including such informa-
tion as the partnership may require. The application—
‘‘(1) shall describe how the local educational
agency will work with schools selected by the agency
under subsection (a)(2) to select 1 or more models
of reading instruction, developed using reliable,
replicable research on reading, as a model for imple-
menting and improving reading instruction by all
teachers and for all children in each of the schools
selected by the agency under such subsection and,
where appropriate, their parents;
‘‘(2) shall select 1 or more models described in
paragraph (1), for the purpose described in such
paragraph, and shall describe each such selected
model;
‘‘(3) shall demonstrate that a person respon-
sible for the development of each such model, or a
person with experience or expertise about such
model and its implementation, has agreed to work
with the applicant in connection with such imple-
mentation and improvement efforts;
‘‘(4) shall describe—
‘‘(A) how the applicant will ensure that
funds available under this title, and funds avail-
able for reading for grades kindergarten
through grade 6 from other appropriate
sources, are effectively coordinated and, where
appropriate, integrated, with funds under this
Act in order to improve existing activities in the
areas of reading instruction, professional devel-
opment, program improvement, parental in-
volvement, technical assistance, and other ac-
tivities that can help meet the purposes of this
title; and
‘‘(B) the amount of funds available for
reading for grades kindergarten through grade
6 from appropriate sources other than this title,
including title I of this Act (except that such
description shall not be required to include
funds made available under part B of title I of
this Act unless the applicant has established a
contractual association in accordance with sub-
section (d)(2) with an eligible entity under such
part B), the Individuals with Disabilities Edu-
cation Act, and any other law providing Federal
financial assistance for professional develop-
ment for teachers of such grades who teach
reading, which will be used to help achieve the
purposes of this title;
‘‘(5) shall describe the amount and nature of
funds from any other public or private sources, in-
cluding funds received under this Act and the Indi-
viduals with Disabilities Education Act, that will be
combined with funds received under the subgrant;
‘‘(6) shall include an assurance that the appli-
cant—
‘‘(A) will carry out family literacy pro-
grams based on the Even Start family literacy
model authorized under part B of title I to en-
able parents to be their child’s first and most
important teacher, will make payments for the
receipt of technical assistance for the develop-
ment of such programs;
‘‘(B) will carry out programs to assist
those kindergarten students who are not ready
for the transition to 1st grade, particularly stu-
dents experiencing difficulty with reading skills;
‘‘(C) will use supervised individuals (in-
cluding tutors), who have been appropriately
trained using reliable, replicable research on
reading, to provide additional support, before
school, after school, on weekends, during non-
instructional periods of the school day, or dur-
ing the summer, for students in grades 1
through 3 who are experiencing difficulty read-
ing; and
‘‘(D) will carry out professional develop-
ment for the classroom teacher and other teach-
ing staff on the teaching of reading based on
reliable, replicable research on reading;
‘‘(7) shall describe how the local educational
agency provides instruction in reading to children
who have not been determined to be a child with a
disability (as defined in section 602 of the Individ-
uals with Disabilities Education Act), pursuant to
section 614(b)(5) of such Act, because of a lack of
instruction in reading; and
‘‘(8) shall indicate the amount of the subgrant
funds (if any) that the applicant will use to carry
out the duties described in section 15105(b)(2).
‘‘(d) PRIORITY.—In approving applications under
this section, a reading and literacy partnership shall give
priority to applications submitted by applicants who dem-
onstrate that they have established—
‘‘(1) a contractual association with 1 or more
Head Start programs under the Head Start Act
under which—
‘‘(A) the Head Start programs agree to se-
lect the same model or models of reading in-
struction, as a model for implementing and im-
proving the reading readiness of children par-
ticipating in the program, as was selected by
the applicant; and
‘‘(B) the applicant agrees—
‘‘(i) to share with the Head Start pro-
grams an appropriate amount of their in-
formation resources with respect to the
model, such as curricula materials; and
‘‘(ii) to train personnel from the Head
Start programs;
‘‘(2) a contractual association with 1 or more
State- or federally-funded preschool programs, or
family literacy programs, under which—
‘‘(A) the programs agree to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the program’s programs, as was
selected by the applicant; and
‘‘(B) the applicant agrees to train person-
nel from the programs who work with children
and parents in schools selected under subsection
(a)(2); or
‘‘(3) a contractual association with 1 or more
public libraries providing reading or literacy services
to preschool children, or preschool children and their
families, under which—
‘‘(A) the libraries agree to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the library’s reading or literacy
programs, as was selected by the applicant; and
‘‘(B) the applicant agrees to train person-
nel, including volunteers, from such programs
who work with preschool children, or preschool
children and their families, in schools selected
under subsection (a)(2).
‘‘(e) USE OF FUNDS.—
‘‘(1) IN GENERAL.—Subject to paragraph (2),
an applicant who receives a subgrant under this sec-
tion may use the subgrant funds to carry out activi-
ties that are authorized by this title and described
in the subgrant application, including the following:
‘‘(A) Making reasonable payments for
technical and other assistance to a person re-
sponsible for the development of a model of
reading instruction, or a person with experience
or expertise about such model and its imple-
mentation, who has agreed to work with the re-
cipient in connection with the implementation of
the model.
‘‘(B) Carrying out a contractual agreement
described in subsection (d).
‘‘(C) Professional development (including
training of volunteers), purchase of curricular
and other supporting materials, and technical
assistance.
‘‘(D) Providing, on a voluntary basis,
training to parents of children enrolled in a
school selected under subsection (a)(2) on how
to help their children with school work, particu-
larly in the development of reading skills. Such
training may be provided directly by the
subgrant recipient, or through a grant or con-
tract with another person. Such training shall
be consistent with reading reforms taking place
in the school setting.
‘‘(E) Carrying out family literacy programs
based on the Even Start family literacy model
authorized under part B of title I to enable par-
ents to be their child’s first and most important
teacher, and making payments for the receipt of
technical assistance for the development of such
programs.
‘‘(F) Providing instruction for parents of
children enrolled in a school selected under sub-
section (a)(2), and others who volunteer to be
reading tutors for such children, in the instruc-
tional practices based on reliable, replicable re-
search on reading used by the applicant.
‘‘(G) Programs to assist those kinder-
garten students enrolled in a school selected
under subsection (a)(2) who are not ready for
the transition to 1st grade, particularly stu-
dents experiencing difficulty with reading skills.
‘‘(H) Providing additional support for stu-
dents, enrolled in a school selected under sub-
section (a)(2), in grades 1 through 3, who are
experiencing difficulty reading, before school,
after school, on weekends, during non-instruc-
tional periods of the school day, or during the
summer using supervised individuals (including
tutors), who have been appropriately trained
using reliable, replicable research on reading.
‘‘(I) Carrying out the duties described in
section 15105(b)(2) for children enrolled in a
school selected under subsection (a)(2).
‘‘(J) Providing reading assistance to chil-
dren who have not been determined to be a
child with a disability (as defined in section 602
of the Individuals with Disabilities Education
Act), pursuant to section 614(b)(5) of such Act,
because of a lack of instruction in reading.
‘‘(2) LIMITATION
ON
ADMINISTRATIVE
EX-
PENSES.—A recipient of a subgrant under this sec-
tion may use not more than 3 percent of the
subgrant funds for administrative costs.
‘‘(f) TRAINING NON-RECIPIENTS.—A recipient of a
subgrant under this section may train, on a fee-for-service
basis, personnel are from schools, or local educational
agencies, that are not receiving such a subgrant in the
instructional practices based on reliable, replicable re-
search on reading used by the recipient. Such a non-recipi-
ent school may use funds received under title I of this Act,
and other appropriate Federal funds used for reading in-
struction, to pay for such training, to the extent consistent
with the law under which such funds were received.
‘‘SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.
‘‘(a) IN GENERAL.—
‘‘(1) SUBGRANTS.—A reading and literacy part-
nership that receives a grant under section 15103
shall make subgrants on a competitive basis to—
‘‘(A) local educational agencies that have
at least 1 school in the geographic area served
by the agency that—
‘‘(i) is located in an area designated
as an empowerment zone under part I of
subchapter U of chapter 1 of the Internal
Revenue Code of 1986; or
‘‘(ii) is located in an area designated
as an enterprise community under part I
of subchapter U of chapter 1 of the Inter-
nal Revenue Code of 1986; or
‘‘(B) in the case of local educational agen-
cies that do not have any such empowerment
zone or enterprise community in the State in
which the agency is located, local educational
agencies that have at least 1 school that is iden-
tified for school improvement under section
1116(c) in the geographic area served by the
agency.
‘‘(2) APPLICATIONS.—A local educational agen-
cy that desires to receive a subgrant under this sec-
tion shall submit an application to the reading and
literacy partnership at such time, in such manner,
and including such information as the partnership
may require. The application shall include an assur-
ance that the agency will use the subgrant funds to
carry out the duties described in subsection (b) for
children enrolled in 1 or more schools selected by the
agency and described in paragraph (1).
‘‘(b) USE OF FUNDS.—
‘‘(1) IN GENERAL.—A local educational agency
that receives a subgrant under this section shall
carry out, using the funds provided under the
subgrant, each of the duties described in paragraph
(2).
‘‘(2) DUTIES.—The duties described in this
paragraph are the provision of tutorial assistance in
reading to children who have difficulty reading,
using instructional practices based on the principles
of reliable, replicable research, through the following:
‘‘(A) The promulgation of a set of objective
criteria, pertaining to the ability of a tutorial
assistance provider successfully to provide tuto-
rial assistance in reading, that will be used to
determine in a uniform manner, at the begin-
ning of each school year, the eligibility of tuto-
rial assistance providers, subject to the succeed-
ing subparagraphs of this paragraph, to be in-
cluded on the list described in subparagraph
(B) (and thereby be eligible to enter into a con-
tract pursuant to subparagraph (F)).
‘‘(B) The promulgation, maintenance, and
approval of a list of tutorial assistance provid-
ers eligible to enter into a contract pursuant to
subparagraph (F) who—
‘‘(i) have established a record of effec-
tiveness with respect to reading readiness,
reading instruction for children in kinder-
garten through 3d grade, and early child-
hood literacy;
‘‘(ii) are located in a geographic area
convenient to the school or schools at-
tended by the children who will be receiv-
ing tutorial assistance from the providers;
and
‘‘(iii) are capable of providing tutoring
in reading to children who have difficulty
reading, using instructional practices based
on the principles of reliable, replicable re-
search and consistent with the instruc-
tional methods used by the school the child
attends.
‘‘(C) The development of procedures: (i)
for the receipt of applications for tutorial assist-
ance, from parents who are seeking such assist-
ance for their child or children, that select a tu-
torial assistance provider from the list described
in subparagraph (B) with whom the child or
children will enroll, for tutoring in reading; and
(ii) for considering children for tutorial assist-
ance who are identified under subparagraph
(D) and for whom no application has been sub-
mitted, provided that such procedures are in ac-
cordance with this paragraph and give such
parents the right to select a tutorial assistance
provider from the list referred to in subpara-
graph (B), and shall permit a local educational
agency to recommend a tutorial assistance pro-
vider from the list under subparagraph (B) in
a case where a parent asks for assistance in the
making of such selection.
‘‘(D) The development of a selection proc-
ess for providing tutorial assistance in accord-
ance with this paragraph that limits the provi-
sion of assistance to children identified, by the
school the child attends, as having difficulty
reading, including difficulty mastering essential
phonic, decoding, or vocabulary skills. In the
case of a child included in the selection process
for whom no application has been submitted by
a parent of the child, the child’s eligibilty for
receipt of tutorial assistance shall be deter-
mined under the same procedures, timeframe,
and criteria for consideration as is used to de-
termine the eligibilty of a child whose parent
has submitted such an application. Such local
educational agency shall apply the provisions of
subparagraphs (F) and (G) to a tutorial assist-
ance provider selected for a child whose parent
has not submitted an application pursuant to
subparagraph (C)(i) in the same manner as the
provisions are applied to a provider selected in
an application submitted pursuant to subpara-
graph (C)(i).
‘‘(E) The development of procedures for
selecting children to receive tutorial assistance,
to be used in cases where insufficient funds are
available to provide assistance with respect to
all children identified by a school under sub-
paragraph (D) that—
‘‘(i) gives priority to children who are
determined, through State or local reading
assessments, to be most in need of tutorial
assistance; and
‘‘(ii) gives priority, in cases where
children are determined, through State or
local reading assessments, to be equally in
need of tutorial assistance, based on a ran-
dom selection principle.
‘‘(F) The development of a methodology by
which payments are made directly to tutorial
assistance providers who are identified and se-
lected pursuant to subparagraphs (C), (D), and
(E) that is selected for funding. Such methodol-
ogy shall include the making of a contract, con-
sistent with State and local law, between the tu-
torial assistance provider and the local edu-
cational agency carrying out this paragraph.
Such contract—
‘‘(i) shall contain specific goals and
timetables with respect to the performance
of the tutorial assistance provider;
‘‘(ii) shall require the tutorial assist-
ance provider to report to the parent and
the local educational agency on the provid-
er’s performance in meeting such goals and
timetables; and
‘‘(iii) shall contain provisions with re-
spect to the making of payments to the tu-
torial assistance provider by the local edu-
cational agency.
‘‘(G) The development of procedures under
which the local educational agency carrying out
this paragraph—
‘‘(i) will ensure oversight of the qual-
ity and effectiveness of the tutorial assist-
ance provided by each tutorial assistance
provider that is selected for funding;
‘‘(ii) will remove from the list under
subparagraph (B) ineffective and unsuc-
cessful providers (as determined by the
local educational agency based upon the
performance of the provider with respect to
the goals and timetables contained in the
contract between the agency and the pro-
vider under subparagraph (F));
‘‘(iii) will provide to each parent of a
child identified under subparagraph (D)
who requests such information for the pur-
pose of selecting a tutorial assistance pro-
vider for the child, in a comprehensible for-
mat, information with respect to the qual-
ity and effectiveness of the tutorial assist-
ance referred to in clause (i); and
‘‘(iv) will ensure that each school
identifying a child under subparagraph (D)
will provide upon request, to a parent of
the child, assistance in selecting, from
among the tutorial assistance providers
who are included on the list described in
subparagraph (B), the provider who is best
able to meet the needs of the child.
‘‘(c) DEFINITION.— For the purposes of this section
the term ‘parent’ or ‘parents’ includes a legal guardian
or legal guardians of the child.
‘‘SEC. 15106. PROGRAM EVALUATION.
‘‘(a) IN GENERAL.—From funds reserved under sec-
tion 15109(b)(1), the Secretary shall conduct a national
assessment of the programs under this title. In developing
the criteria for the assessment, the Secretary shall receive
recommendations from the peer review panel convened
under section 15103(f).
‘‘(b) SUBMISSION TO PEER REVIEW PANEL.—The
Secretary shall submit the findings from the assessment
under subsection (a) to the peer review panel convened
under section 15103(f).
‘‘SEC. 15107. INFORMATION DISSEMINATION.
‘‘(a) IN GENERAL.—From funds reserved under sec-
tion 15109(b)(2), the National Institute for Literacy shall
disseminate information on reliable, replicable research on
reading and information on subgrantee projects under sec-
tion 15104 or 15105 that have proven effective. At a mini-
mum, the institute shall disseminate such information to
all recipients of Federal financial assistance under titles
I and VII of this Act, the Head Start Act, the Individuals
with Disabilities Education Act, and the Adult Education
Act.
‘‘(b) COORDINATION.—In carrying out this section,
the National Institute for Literacy—
‘‘(1) shall use, to the extent practicable, infor-
mation networks developed and maintained through
other public and private persons, including the Sec-
retary, the National Center for Family Literacy, and
the Readline Program;
‘‘(2) shall work in conjunction with any panel
convened by the National Institute of Child Health
and Human Development and the Secretary and any
panel convened by the Office of Educational Re-
search and Improvement to assess the current status
of research-based knowledge on reading develop-
ment, including the effectiveness of various ap-
proaches to teaching children to read, with respect
to determining the criteria by which the National In-
stitute for Literacy judges reliable, replicable re-
search and the design of strategies to disseminate
such information; and
‘‘(3) shall assist any reading and literacy part-
nership selected to receive a grant under section
15103, and that requests such assistance—
‘‘(A) in determining whether applications
for subgrants submitted to the partnership
meet the requirements of this title relating to
reliable, replicable research on reading; and
‘‘(B) in the development of subgrant appli-
cation forms.
‘‘SEC. 15108. STATE EVALUATIONS.
‘‘(a) IN GENERAL.—Each reading and literacy part-
nership that receives a grant under this title shall reserve
not more than 2 percent of such grant funds for the pur-
pose of evaluating the success of the partnership’s sub-
grantees in meeting the purposes of this title. At a mini-
mum, the evaluation shall measure the extent to which
students who are the intended beneficiaries of the sub-
grants made by the partnership have improved their read-
ing.
‘‘(b) CONTRACT.—A reading and literacy partnership
shall carry out the evaluation under this section by enter-
ing into a contract with an eligible research institution
under which the institution will perform the evaluation.
‘‘(c) SUBMISSION.—A reading and literacy partner-
ship shall submit the findings from the evaluation under
this section to the Secretary and the peer review panel
convened under section 15103(f). The Secretary and the
peer review panel shall submit a summary of the findings
from the evaluations under this subsection to the appro-
priate committees of the Congress, including the Edu-
cation and the Workforce Committee of the House of Rep-
resentatives.
‘‘SEC. 15109. AUTHORIZATION OF APPROPRIATIONS; RES-
ERVATIONS FROM APPROPRIATIONS; SUN-
SET.
‘‘(a) AUTHORIZATION.—There are authorized to be
appropriated to carry out this title $260,000,000 for fiscal
years 1998, 1999, and 2000.
‘‘(b) RESERVATIONS.—From amount appropriated
under subsection (a), the Secretary—
‘‘(1) shall reserve 1.5 percent of the amount ap-
propriated under subsection (a) for each fiscal year
to carry out section 15106(a);
‘‘(2) shall reserve $5,075,000 to carry out sec-
tions 15103(f)(2) and 15107, of which $5,000,000
shall be reserved for section 15107; and
‘‘(3) shall reserve $10,000,000 to carry out sec-
tion 1202(c).
‘‘(c) SUNSET.—Notwithstanding section 422(a) of
the General Education Provisions Act, this title is re-
pealed, effective September 30, 2000, and is not subject
to extension under such section.’’.
TITLE 
II—AMENDMENTS 
TO
EVEN 
START 
FAMILY 
LIT-
ERACY PROGRAMS
SEC. 201. RESERVATION FOR GRANTS.
Section 1202(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(c)) is amended
to read as follows:
‘‘(c) RESERVATION FOR GRANTS.—
‘‘(1) GRANTS
AUTHORIZED.—From funds re-
served under section 15109(b)(3), the Secretary
shall award grants, on a competitive basis, to States
to enable such States to plan and implement, state-
wide family literacy initiatives to coordinate and in-
tegrate existing Federal, State, and local literacy re-
sources consistent with the purposes of this part.
Such coordination and integration shall include
funds available under the Adult Education Act,
Head Start, this part, part A of this title, and part
A of title IV of the Social Security Act.
‘‘(2) CONSORTIA.—
‘‘(A) 
ESTABLISHMENT.—To 
receive 
a
grant under this subsection, a State shall estab-
lish a consortium of State-level programs under
the following laws:
‘‘(i) This title.
‘‘(ii) The Head Start Act.
‘‘(iii) The Adult Education Act.
‘‘(iv) All other State-funded preschool
programs and programs providing literacy
services to adults.
‘‘(B) PLAN.—To receive a grant under this
subsection, the consortium established by a
State shall create a plan to use a portion of the
State’s resources, derived from the programs
referred to in subparagraph (A), to strengthen
and expand family literacy services in such
State.
‘‘(C) COORDINATION
WITH
TITLE
XV.—
The consortium shall coordinate its activities
with the activities of the reading and literacy
partnership for the State established under sec-
tion 15103, if the State receives a grant under
such section.
‘‘(3) READING INSTRUCTION.—Statewide family
literacy initiatives implemented under this subsection
shall base reading instruction on reliable, replicable
research on reading (as such terms are defined in
section 15102).
‘‘(4) TECHNICAL ASSISTANCE.—The Secretary
shall provide, directly or through a grant or contract
with an organization with experience in the develop-
ment and operation of successful family literacy
services, technical assistance to States receiving a
grant under this subsection.
‘‘(5) MATCHING
REQUIREMENT.—The Sec-
retary shall not make a grant to a State under this
subsection unless the State agrees that, with respect
to the costs to be incurred by the eligible consortium
in carrying out the activities for which the grant was
awarded, the State will make available non-Federal
contributions in an amount equal to not less than
the Federal funds provided under the grant.’’.
SEC. 202. DEFINITIONS.
Section 1202(e) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(e)) is amended—
(1) by redesignating paragraphs (3) and (4) as
paragraphs (4) and (5), respectively; and
(2) by inserting after paragraph (2) the follow-
ing:
‘‘(3) the term ‘family literacy services’ means
services provided to participants on a voluntary basis
that are of sufficient intensity in terms of hours,
and of sufficient duration, to make sustainable
changes in a family (such as eliminating or reducing
welfare dependency) and that integrate all of the fol-
lowing activities:
‘‘(A) Interactive literacy activities between
parents and their children.
‘‘(B) Equipping parents to partner with
their children in learning.
‘‘(C) Parent literacy training, including
training that contributes to economic self-suffi-
ciency.
‘‘(D) Appropriate instruction for children
of parents receiving parent literacy services.’’.
SEC. 203. EVALUATION.
Section 1209 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6369) is amended—
(1) in paragraph (1), by striking ‘‘and’’ at the
end;
(2) in paragraph (2), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(3) to provide States and eligible entities re-
ceiving a subgrant under this part, directly or
through a grant or contract with an organization
with experience in the development and operation of
successful family literacy services, technical assist-
ance to ensure local evaluations undertaken under
section 1205(10) provide accurate information on
the effectiveness of programs assisted under this
part.’’.
SEC. 204. INDICATORS OF PROGRAM QUALITY.
(a) IN GENERAL.—The Elementary and Secondary
Education Act of 1965 is amended—
(1) by redesignating section 1210 as section
1212; and
(2) by inserting after section 1209 the follow-
ing:
‘‘SEC. 1210. INDICATORS OF PROGRAM QUALITY.
‘‘Each State receiving funds under this part shall de-
velop, based on the best available research and evaluation
data, indicators of program quality for programs assisted
under this part. Such indicators shall be used to monitor,
evaluate, and improve such programs within the State.
Such indicators shall include the following:
‘‘(1) With respect to eligible participants in a
program who are adults—
‘‘(A) achievement in the areas of reading,
writing, English language acquisition, problem
solving, and numeracy;
‘‘(B) receipt of a high school diploma or a
general equivalency diploma;
‘‘(C) entry into a postsecondary school, job
retraining program, or employment or career
advancement, including the military; and
‘‘(D) such other indicators as the State
may develop.
‘‘(2) With respect to eligible participants in a
program who are children—
‘‘(A) improvement in ability to read on
grade level or reading readiness;
‘‘(B) school attendance;
‘‘(C) grade retention and promotion; and
‘‘(D) such other indicators as the State
may develop.’’.
(b) STATE LEVEL ACTIVITIES.—Section 1203(a) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6363(a)) is amended—
(1) in paragraph (1), by striking ‘‘and’’ at the
end;
(2) in paragraph (2), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(3) carrying out section 1210.’’.
(c) AWARD OF SUBGRANTS.—Paragraphs (3) and (4)
of section 1208(b) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6368) are amended to read
as follows:
‘‘(3) CONTINUING
ELIGIBILITY.—In awarding
subgrant funds to continue a program under this
part for the second, third, or fourth year, the State
educational agency shall evaluate the program based
on the indicators of program quality developed by
the State under section 1210. Such evaluation shall
take place after the conclusion of the startup period,
if any.
‘‘(4) INSUFFICIENT
PROGRESS.—The State
educational agency may refuse to award subgrant
funds if such agency finds that the eligible entity
has not sufficiently improved the performance of the
program, as evaluated based on the indicators of
program quality developed by the State under sec-
tion 1210, after—
‘‘(A) providing technical assistance to the
eligible entity; and
‘‘(B) affording the eligible entity notice
and an opportunity for a hearing.’’.
SEC. 205. RESEARCH.
The Elementary and Secondary Education Act of
1965, as amended by section 204 of this Act, is further
amended by inserting after section 1210 the following:
‘‘SEC. 1211. RESEARCH.
‘‘(a) IN GENERAL.—The Secretary shall carry out,
through grant or contract, research into the components
of successful family literacy services, to use—
‘‘(1) to improve the quality of existing pro-
grams assisted under this part or other family lit-
eracy programs carried out under this Act or the
Adult Education Act; and
‘‘(2) to develop models for new programs to be
carried out under this Act or the Adult Education
Act.
‘‘(b) DISSEMINATION.—The National Institute for
Literacy shall disseminate, pursuant to section 15107, the
results of the research described in subsection (a) to
States and recipients of subgrants under this part.’’.
TITLE III—FUNDS FOR FEDERAL
WORK-STUDY PROGRAMS
SEC. 301. USE OF WORK-STUDY FUNDS FOR TUTORING AND
LITERACY.
Section 443 of the Higher Education Act of 1965 (42
U.S.C. 2753) is amended—
(1) in subsection (b)(2)—
(A) by striking ‘‘and’’ at the end of sub-
paragraph (A)
(B) by redesignating subparagraph (B) as
subparagraph (C); and
(C) by inserting after subparagraph (A)
the following new subparagraph:
‘‘(B) in academic year 1998 and succeed-
ing academic years, an institution shall use at
least 2 percent of the total amount of funds
granted to such institution under this section
for such academic year in accordance with sub-
section (d); and’’; and
(2) by adding at the end the following new sub-
section:
‘‘(d) TUTORING AND LITERACY ACTIVITIES.—
‘‘(1) USE OF FUNDS.—In any academic year to
which subsection (b)(2)(B) applies, an institution
shall use the amount required to be used in accord-
ance with this subsection to compensate (including
compensation for time spent in directly related train-
ing and travel) students—
‘‘(A) employed as a reading tutor for chil-
dren who are in preschool through elementary
school; or
‘‘(B) employed in family literacy projects.
‘‘(2) PRIORITY FOR SCHOOLS.—An institution
shall—
‘‘(A) give priority, in using such funds, to
the employment of students in the provision of
tutoring services in schools that—
‘‘(i) are identified for school improve-
ment under section 1116(c) of the Elemen-
tary and Secondary Education Act of
1965; or
‘‘(ii) are selected by a local edu-
cational agency under section 15104(a)(2)
of such Act; and
‘‘(B) ensure that any student compensated
with such funds who is employed in a school se-
lected under section 15104(a)(2) of the Ele-
mentary and Secondary Education Act of 1965
is trained in the instructional practices based
on reliable, replicable research on reading used
by the school pursuant to such section 15104.
‘‘(3) FEDERAL SHARE.—The Federal share of
the compensation of work study students com-
pensated under this subsection may exceed 75 per-
cent.
‘‘(4) WAIVER.—The Secretary may waive the
requirements of this subsection if the Secretary de-
termines that enforcing such requirements would
cause a hardship for students at the institution.
‘‘(5) RETURN OF FUNDS.—Any institution that
does not use the amount required under this sub-
section, and that does not request and receive a
waiver from the Secretary under paragraph (4),
shall return to the Secretary, at such time as the
Secretary may require for reallocation under para-
graph (6), any balance of such amount that is not
used as so required.
‘‘(6) 
REALLOCATION.—The 
Secretary 
shall
reallot any amounts returned pursuant to paragraph
(5) among institutions that used at least 4 percent
of the total amount of funds granted to such institu-
tion under this section to compensate students em-
ployed in tutoring and literacy activities in the pre-
ceding academic year. Such funds shall be reallotted
among such institutions on the same basis as excess
eligible amounts are allocated to institutions pursu-
ant to section 442(c). Funds received by institutions
pursuant to this paragraph shall be used in the
same manner as amounts required to be used in ac-
cordance with this subsection.’’.
TITLE IV—REPEALS
SEC. 401. REPEAL OF CERTAIN UNFUNDED EDUCATION
PROGRAMS.
(a) ADULT EDUCATION ACT.—The following provi-
sions are repealed:
(1) BUSINESS, INDUSTRY, LABOR, AND
EDU-
CATION
PARTNERSHIPS
FOR
WORKPLACE
LIT-
ERACY.—Section 371 of the Adult Education Act
(20 U.S.C. 1211).
(2) ENGLISH LITERACY GRANTS.—Section 372
of the Adult Education Act (20 U.S.C. 1211a).
(3) EDUCATION PROGRAMS FOR COMMERCIAL
DRIVERS.—Section 373 of the Adult Education Act
(20 U.S.C. 1211b).
(4) ADULT LITERACY VOLUNTEER TRAINING.—
Section 382 of the Adult Education Act (20 U.S.C.
1213a).
(b) CARL D. PERKINS VOCATIONAL AND APPLIED
TECHNOLOGY EDUCATION ACT.—The following provisions
are repealed:
(1) BUSINESS-LABOR-EDUCATION PARTNERSHIP
FOR TRAINING.—Part D of title III of the Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2391 et seq.).
(2) SUPPLEMENTARY STATE GRANTS FOR FA-
CILITIES AND EQUIPMENT AND OTHER PROGRAM IM-
PROVEMENT ACTIVITIES.—Part F of title III of the
Carl D. Perkins Vocational and Applied Technology
Education Act (20 U.S.C. 2395 et seq.).
(3) 
COMMUNITY
EDUCATION
EMPLOYMENT
CENTERS
AND
VOCATIONAL
EDUCATION
LIGHT-
HOUSE SCHOOLS.—Part G of title III of the Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2396 et seq.).
(4) DEMONSTRATION
PROGRAMS.—Part B of
title IV of the Carl D. Perkins Vocational and Ap-
plied Technology Education Act (20 U.S.C. 2411 et
seq.).
(5) CERTAIN
BILINGUAL
PROGRAMS.—Sub-
sections (b) and (c) of section 441 of the Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2441).
(c) 
COMMUNITY
SCHOOL
PARTNERSHIPS.—The
Community School Partnership Act (contained in part B
of title V of the Improving America’s Schools Act of 1994
(20 U.S.C. 1070 note) is repealed.
(d) EDUCATIONAL RESEARCH, DEVELOPMENT, DIS-
SEMINATION, AND IMPROVEMENT ACT OF 1994.—Section
941(j) of the Educational Research, Development, Dis-
semination, and Improvement Act of 1994 (20 U.S.C.
6041(j)) is repealed.
(e) ELEMENTARY AND SECONDARY EDUCATION ACT
OF 1965.—The following provisions are repealed:
(1) INNOVATIVE ELEMENTARY SCHOOL TRANSI-
TION PROJECTS.—Section 1503 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C.
6493).
(2) SCHOOL DROPOUT ASSISTANCE.—Part C of
title V of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7261 et seq.).
(3) IMPACT
AID
PROGRAM.—Section 8006 of
the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7706) is repealed.
(4) SPECIAL PROGRAMS AND PROJECTS TO IM-
PROVE EDUCATIONAL OPPORTUNITIES FOR INDIAN
CHILDREN.—Subpart 2 of part A of title IX of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 7831 et seq.).
(5) SPECIAL PROGRAMS RELATING TO ADULT
EDUCATION FOR INDIANS.—Subpart 3 of part A of
title IX of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7851 et seq.).
(6) FEDERAL ADMINISTRATION.—Subpart 5 of
part A of title IX of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7871 et seq.).
(7) AUTHORIZATION
OF
APPROPRIATIONS.—
Section 9162(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7882(c)).
(8) DE
LUGO
TERRITORIAL
EDUCATION
IM-
PROVEMENT PROGRAM.—Part H of title X of the El-
ementary and Secondary Education Act of 1965 (20
U.S.C. 8221 et seq.).
(9) EXTENDED
TIME
FOR
LEARNING
AND
LONGER SCHOOL YEAR.—Part L of title X of the El-
ementary and Secondary Education Act of 1965 (20
U.S.C. 8351).
(10) TERRITORIAL
ASSISTANCE.—Part M of
title X of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 8371).
‘‘(b) SUBPART 4.—For the purpose of carrying out
subpart 4 of this part, there are authorized to be appro-
priated to the Department of Education such sums as may
be necessary for fiscal year 1995 and each of the four suc-
ceeding fiscal years.’’.
Passed the House of Representatives November 8,
1997.
Attest:
Clerk.