IB
Union Calendar No. 187
103D CONGRESS
1ST SESSION
H. R. 2884
[Report No. 103–345]
To establish a national framework for the development of School-to-Work
Opportunities systems in all States, and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
AUGUST 5, 1993
Mr. FORD of Michigan (for himself, Mr. GEPHARDT, Mr. MILLER of Califor-
nia, Mr. MURPHY, Mr. KILDEE, Mr. WILLIAMS, Mr. MARTINEZ, Mr.
OWENS, Mr. SAWYER, Mr. PAYNE of New Jersey, Mrs. UNSOELD, Mrs.
MINK, Mr. ANDREWS of New Jersey, Mr. REED, Mr. ROEMER, Mr.
ENGEL, Mr. BECERRA, Mr. GENE GREEN of Texas, Ms. WOOLSEY, Mr.
ROMERO-BARCELO´, Mr. KLINK, Mr. STRICKLAND, Mr. DE LUGO, Mr.
GOODLING, Mr. GUNDERSON, Ms. MOLINARI, Mr. RANGEL, Mr. MCCUR-
DY, Ms. PELOSI, Mrs. LOWEY, Mr. SERRANO, Ms. DELAURO, Mr. CLAY,
Mr. BAESLER, and Mr. ROUKEMA) introduced the following bill; which
was referred to the Committee on Education and Labor
OCTOBER 7, 1993
Additional sponsors: Mr. HOYER, Mr. FALEOMAVAEGA, Mr. FROST, Mr. MAZ-
ZOLI, Mr. CASTLE, Mr. HOUGHTON, Mr. LEVIN, Mr. BONIOR, Mr.
MENENDEZ, Mr. SCOTT, Mr. GIBBONS, Ms. ENGLISH of Arizona, Mr.
OLVER, and Mr. RUSH
NOVEMBER 10, 1993
Additional sponsors: Mr. GEJDENSON, Mr. FILNER, Mr. EDWARDS of Califor-
nia, Mrs. LLOYD, Mr. HUGHES, Mr. STARK, Mr. FISH, Mr. CLYBURN,
Ms. KAPTUR, Mr. GILLMOR, Ms. SNOWE, Ms. NORTON, Mr. BISHOP, Mr.
EVANS, Mr. FORD of Tennessee, Mr. SANDERS, Ms. VELA´ZQUEZ, Mr.
PAYNE of Virginia, and Mr. KOPETSKI
NOVEMBER 10, 1993
Reported with an amendment, committed to the Committee of the Whole
House on the State of the Union, and ordered to be printed
[Strike out all after the enacting clause and insert the part printed in italic]
[For text of introduced bill, see copy of bill as introduced on August 5, 1993]
A BILL
To establish a national framework for the development of
School-to-Work Opportunities systems in all States, 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; TABLE OF CONTENTS.
(a) SHORT TITLE.—This Act may be cited as the
‘‘School-to-Work Opportunities Act of 1993’’.
(b) TABLE OF CONTENTS.—The table of contents is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes and congressional intent.
Sec. 4. Definitions.
Sec. 5. Federal administration.
Sec. 6. Authorization of appropriations.
TITLE I—SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM
COMPONENTS
Sec. 101. General program requirements.
Sec. 102. Work-based learning component.
Sec. 103. School-based learning component.
Sec. 104. Connecting activities component.
TITLE II—SCHOOL-TO-WORK OPPORTUNITIES SYSTEM
DEVELOPMENT AND IMPLEMENTATION GRANTS TO STATES
Subtitle A—State Development Grants
Sec. 201. Purpose.
Sec. 202. Authorization.
Sec. 203. Application.
Sec. 204. Use of amounts.
Sec. 205. Allocation requirement.
Sec. 206. Reports.
Subtitle B—State Implementation Grants
Sec. 211. Purpose.
Sec. 212. Authorization.
Sec. 213. Application.
Sec. 214. Review of application.
Sec. 215. Use of amounts.
Sec. 216. Allocation requirement.
Sec. 217. Administrative costs.
Sec. 218. Reports.
Subtitle C—Development and Implementation Grants for School-to-Work
Programs for Indian Youths
Sec. 221. Authorization.
Sec. 222. Requirements.
TITLE III—FEDERAL IMPLEMENTATION GRANTS TO LOCAL
PARTNERSHIPS
Sec. 301. Purposes.
Sec. 302. Authorization.
Sec. 303. Application.
Sec. 304. Use of amounts.
Sec. 305. Conformity with approved State plan.
Sec. 306. Reports.
Sec. 307. High poverty area defined.
TITLE IV—NATIONAL PROGRAMS AND REPORTS
Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.
Sec. 404. Amendment to Job Training Partnership Act to provide school-to-work
opportunities activities for Capacity Building and Information
and Dissemination Network.
Sec. 405. Reports to Congress.
TITLE V—WAIVER OF STATUTORY AND REGULATORY
REQUIREMENTS
Sec. 501. State and local partnership requests and responsibilities for waivers.
Sec. 502. Waiver authority of Secretary of Education.
Sec. 503. Waiver authority of Secretary of Labor.
Sec. 504. Combination of Federal funds for high poverty schools.
TITLE VI—SAFEGUARDS
Sec. 601. Safeguards.
TITLE VII—REAUTHORIZATION OF JOB TRAINING FOR THE HOME-
LESS 
DEMONSTRATION 
PROGRAM 
UNDER 
THE 
STEWART
B. MCKINNEY HOMELESS ASSISTANCE ACT
Sec. 701. Reauthorization.
SEC. 2. FINDINGS.
The Congress finds that—
(1) three-fourths of all high school students in the
United States enter the workforce without bacca-
laureate degrees, and many do not possess the aca-
demic and entry-level occupational skills necessary to
succeed in the changing workplace;
(2) a substantial number of youths in the United
States, especially disadvantaged students, students of
diverse racial, ethnic, and cultural backgrounds, and
students with disabilities, do not complete school;
(3) unemployment among youths in the United
States is intolerably high, and earnings of high school
graduates have been falling relative to those individ-
uals with more education;
(4) the workplace in the United States is chang-
ing in response to heightened international competi-
tion and new technologies, and these forces, which are
ultimately beneficial to the Nation, are shrinking the
demand for and undermining the earning power of
unskilled labor;
(5) the United States lacks a comprehensive and
coherent system to help its youths acquire knowledge,
skills, abilities, and information about and access to
the labor market necessary to make an effective tran-
sition from school to career-oriented work or to fur-
ther education and training;
(6) students in the United States can achieve
high academic and occupational standards, and
many learn better and retain more when they learn
in context, rather than in the abstract;
(7) while many students in the United States
have part-time jobs, there is infrequent linkage be-
tween those work experiences and either the student’s
career planning or exploration, or with school-based
learning;
(8) work-based learning, which is modeled after
the time-honored apprenticeship concept, integrates
theoretical instruction with structured on-the-job
training, and this approach, combined with school-
based learning, can be very effective in engaging stu-
dent interest, enhancing skill acquisition, developing
positive work attitudes, and preparing youths for
high-skill, high-wage careers;
(9) Federal resources currently fund a series of
categorical, work-related education and training pro-
grams, many of which serve disadvantaged youths,
that are not administered in a coordinated manner;
and
(10) in 1992 approximately 3,400,000 individ-
uals in the United States ages 16 through 24 had not
completed high school and were not currently enrolled
in school, a number representing approximately 11
percent of all individuals in this age group, which in-
dicates that these young persons are particularly un-
prepared for the demands of a 21st century workforce.
SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.
(a) PURPOSES.—The purposes of this Act are to—
(1) establish a national framework within which
all States can create statewide School-to-Work Oppor-
tunities systems that are a part of comprehensive edu-
cation reform, that are integrated with the systems
developed under the Goals 2000: Educate America
Act, and that offer opportunities for all students to
participate in a performance-based education and
training program that will enable them to earn port-
able credentials, prepare them for a first job in a
high-skill, high-wage career, and increase their oppor-
tunities for further education;
(2) utilize workplaces as active learning compo-
nents in the educational process by making employers
joint partners with educators in providing opportuni-
ties for all students to participate in high-quality,
work-based learning experiences;
(3) use Federal funds as venture capital, to un-
derwrite the initial costs of planning and establishing
statewide School-to-Work Opportunities systems that
will be maintained with other Federal, State, and
local resources;
(4) promote the formation of partnerships that
are dedicated to linking the worlds of school and work
among secondary and postsecondary educational in-
stitutions, private and public employers, organized
labor, government, community-based organizations,
parents, students, and local education and training
agencies;
(5) promote the formation of partnerships be-
tween elementary, middle, and secondary schools and
local businesses as an investment in future workplace
productivity and competitiveness;
(6) help all students attain high academic and
occupational standards;
(7) build on and advance a range of promising
school-to-work programs, such as tech-prep education,
career academies, school-to-apprenticeship programs,
cooperative education, youth apprenticeship, business-
education compacts, and promising strategies that as-
sist school dropouts that can be developed into pro-
grams funded under this Act;
(8) improve the knowledge and skills of youths
by integrating academic and occupational learning,
integrating school-based and work-based learning, and
building effective linkages between secondary and
postsecondary education;
(9) motivate all youths, including low-achieving
youths, school dropouts, and youths with disabilities
to stay in or return to school or a classroom setting
and strive to succeed by providing enriched learning
experiences and assistance in obtaining high skill,
high wage employment and continuing their edu-
cation in secondary and postsecondary educational
institutions;
(10) expose students to the vast array of career
opportunities and facilitate the selection of career ma-
jors based on individual interests, goals, strengths,
and abilities;
(11) increase opportunities for minorities and
women by enabling individuals to prepare for careers
which are not traditional for their race or gender;
and
(12) further the National Education Goals set
forth in title I of the Goals 2000: Educate America
Act.
(b) CONGRESSIONAL INTENT.—It is the intent of the
Congress that the Secretary of Labor and the Secretary of
Education jointly administer this Act in a flexible manner
that—
(1) promotes State and local discretion in estab-
lishing and implementing School-to-Work Opportuni-
ties systems and programs; and
(2) contributes to reinventing government by
building on State and local capacity, eliminating du-
plication, supporting locally established initiatives,
requiring measurable goals for performance, and of-
fering flexibility in meeting these goals.
SEC. 4. DEFINITIONS.
For purposes of this Act, the following definitions
apply:
(1) ALL
STUDENTS.—The term ‘‘all students’’
means male and female students from a broad range
of backgrounds and circumstances, including dis-
advantaged students, students with diverse racial, eth-
nic, and cultural backgrounds, American Indians,
Alaskan Natives, Native Hawaiians, students with
disabilities, students with limited English proficiency,
migrant children, school dropouts, and academically
talented students.
(2) APPROVED
STATE
PLAN.—The term ‘‘ap-
proved State plan’’ or ‘‘approved plan’’ means a
State plan to establish a School-to-Work Opportuni-
ties system that is submitted by a State to the Sec-
retaries under section 213 and approved by the Sec-
retaries in accordance with section 214.
(3) CAREER GUIDANCE AND COUNSELING.—The
term ‘‘career guidance and counseling’’ means pro-
grams—
(A) which pertain to the body of subject
matter and related techniques and methods orga-
nized for the development in individuals of ca-
reer awareness, career planning, career decision-
making, placement skills, and knowledge and un-
derstanding of local, State, and national occupa-
tional, educational, and labor market needs,
trends, and opportunities;
(B) which assist individuals in making and
implementing informed educational and occupa-
tional choices; and
(C) which aid students to develop career op-
tions with attention to surmounting gender, race,
ethnic, disability, language, or socioeconomic im-
pediments to career options and encouraging ca-
reers in nontraditional occupations.
(4) CAREER MAJOR.—The term ‘‘career major’’
means a coherent sequence of courses or field of study
that prepares a student for a first job and that—
(A) integrates occupational and academic
learning, integrates work-based and school-based
learning, and establishes linkages between sec-
ondary and postsecondary education;
(B) prepares the student for employment in
broad occupational clusters or industry sectors;
(C) typically includes at least 2 years of
secondary school and 1 or 2 years of postsecond-
ary education;
(D) results in the award of a high school di-
ploma, a General Equivalency Diploma, or al-
ternative diploma or certificate for those students
with disabilities for whom such alternative di-
ploma or certificate is appropriate, a certificate
or diploma recognizing successful completion of 1
or 2 years of postsecondary education (if appro-
priate), and a skill certificate; and
(E) may lead to further training, such as
entry into a registered apprenticeship program,
or admission into a degree-granting college or
university.
(5) COMMUNITY-BASED
ORGANIZATIONS.—The
term ‘‘community-based organizations’’ has the mean-
ing given such term in section 4(5) of the Job Train-
ing Partnership Act (29 U.S.C. 1503(5)).
(6) ELEMENTS OF AN INDUSTRY.—The term ‘‘ele-
ments of an industry’’ means, with respect to a par-
ticular industry that a student is preparing to enter,
such elements as planning, management, finances,
technical and production skills, underlying principles
of technology, labor and community issues, health and
safety, and environmental issues related to that in-
dustry.
(7) EMPLOYER.—The term ‘‘employer’’ includes
both public and private employers.
(8) GOVERNOR.—The term ‘‘Governor’’ means
the chief executive of a State.
(9) LOCAL
EDUCATIONAL
AGENCY.—The term
‘‘local educational agency’’ means a public board of
education or other public authority legally constituted
within a State for either administrative control or di-
rection of, or to perform a service function for, public
elementary or secondary schools in a city, county,
township, school district, or other political subdivi-
sion of a State, or such combination of school districts
or counties as are recognized in a State as an admin-
istrative agency for its public elementary or second-
ary schools. Such term includes any other public in-
stitution or agency having administrative control and
direction of a public elementary or secondary school.
(10) LOCAL
PARTNERSHIP.—The term ‘‘local
partnership’’ means a local entity that is responsible
for local School-to-Work Opportunities programs and
that—
(A) consists of employers, representatives of
local educational agencies and local postsecond-
ary educational institutions (including rep-
resentatives of area vocational education schools,
where applicable), local educators (such as teach-
ers, counselors, or administrators), representa-
tives of organized labor, other representatives of
non-managerial employees, and students; and
(B) may include other entities, such as—
(i) employer organizations;
(ii) community-based organizations;
(iii) national trade associations work-
ing at the local levels;
(iv) industrial extension centers;
(v) rehabilitation agencies and organi-
zations;
(vi) registered apprenticeship agencies;
(vii) local vocational education enti-
ties;
(viii) proprietary institutions of higher
education (as defined in section 481(b) of
the Higher Education Act of 1965, (20
U.S.C. 1088(b)) which continue to meet the
eligibility and certification requirements
under section 498 of such Act;
(ix) local government agencies;
(x) parent organizations;
(xi) teacher organizations;
(xii) vocational student organizations;
(xiii) private industry councils estab-
lished under section 102 of the Job Training
Partnership Act (29 U.S.C. 1512);
(xiv) 
federally 
recognized 
Indian
tribes, Indian organizations, and Alaska
Native villages; and
(xv) Native Hawaiians.
(11) POSTSECONDARY
EDUCATIONAL
INSTITU-
TION.—The term ‘‘postsecondary educational institu-
tion’’ means an institution of higher education (as
such term is defined in section 481 of the Higher
Education Act of 1965 (20 U.S.C. 1088)) which con-
tinues to meet the eligibility and certification require-
ments under section 498 of such Act.
(12) REGISTERED
APPRENTICESHIP
AGENCY.—
The term ‘‘registered apprenticeship agency’’ means
either—
(A) the Bureau of Apprenticeship and
Training in the Department of Labor; or
(B) a State apprenticeship agency recog-
nized and approved by the Bureau of Appren-
ticeship and Training as the appropriate body
for State registration or approval of local ap-
prenticeship programs and agreements for Fed-
eral purposes.
(13) REGISTERED APPRENTICESHIP PROGRAM.—
The term ‘‘registered apprenticeship program’’ means
a program registered by a registered apprenticeship
agency.
(14) RELATED
SERVICES.—The term ‘‘related
services’’ includes the types of services described in
section 602(17) of the Individuals with Disabilities
Education Act (20 U.S.C. 1401(17)).
(15) SCHOOL DROPOUT.—The term ‘‘school drop-
out’’ means an individual who is no longer attending
any school, is subject to a compulsory attendance law,
and who has not received a secondary school diploma
or a certificate from a program of equivalency for
such a diploma.
(16) SCHOOL SITE MENTOR.—The term ‘‘school
site mentor’’ means a professional employed at the
school who is designated as the advocate for a par-
ticular student, and who works in consultation with
classroom teachers, counselors, and the employer to
design and monitor the progress of the student’s
school-to-work program.
(17) SECRETARIES.—The term ‘‘Secretaries’’
means the Secretary of Education and the Secretary
of Labor.
(18) SKILL CERTIFICATE.—The term ‘‘skill cer-
tificate’’ means a portable, industry-recognized cre-
dential issued by a School-to-Work Opportunities pro-
gram under an approved plan, that certifies that a
student has mastered skills at levels that are at least
as challenging as skill standards endorsed by the Na-
tional Skill Standards Board established under the
Goals 2000: Educate America Act, except that until
such skill standards are developed, the term ‘‘skill cer-
tificate’’ means a credential issued under a process
described in a State’s approved plan.
(19) STATE.—
(A) IN GENERAL.—Except as provided in
subparagraph (B), the term ‘‘State’’ means each
of the several States, the District of Columbia,
and the Commonwealth of Puerto Rico.
(B) TITLES IV AND V.—For purposes of ti-
tles IV and V, the term ‘‘State’’ means each of
the several States, the District of Columbia, the
Commonwealth of Puerto Rico, the Common-
wealth of the Northern Mariana Islands, Amer-
ican Samoa, Guam, the Virgin Islands, the Fed-
erated States of Micronesia, the Republic of the
Marshall Islands, and Palau.
(20) STATE
EDUCATIONAL
AGENCY.—The term
‘‘State educational agency’’ means the officer or agen-
cy primarily responsible for the State supervision of
public elementary and secondary schools.
(21) WORKPLACE
MENTOR.—The term ‘‘work-
place mentor’’ means an employee at the workplace
who possesses the skills and knowledge to be mastered
by a student, and who instructs the student, critiques
the student’s performance, challenges the student to
perform well, and works in consultation with class-
room teachers and the employer.
SEC. 5. FEDERAL ADMINISTRATION.
(a) JOINT ADMINISTRATION.—
(1) IN GENERAL.—Notwithstanding the Depart-
ment of Education Organization Act (20 U.S.C. 3401
et seq.), the General Education Provisions Act (20
U.S.C. 1221 et seq.), the statutory provisions relating
to the establishment of the Department of Labor (29
U.S.C. 551 et seq.), and section 166 of the Job Train-
ing Partnership Act (29 U.S.C. 1576), the Secretaries
shall jointly provide for the administration of this
Act, and may issue whatever procedures, guidelines,
and regulations, in accordance with section 553 of
title 5, United States Code, they deem necessary and
appropriate to administer and enforce the provisions
of this Act.
(2) SUBMISSION OF PLAN.—Not later than 120
days after the date of the enactment of this Act, the
Secretaries shall develop and submit a plan for the
joint administration of this Act to the Committee on
Education and Labor of the House of Representatives
and the Committee on Labor and Human Resources
of the Senate for review and comment on such plan
by such committees.
(b) TERMINATION OR SUSPENSION OF ASSISTANCE.—
(1) IN GENERAL.—The Secretaries may termi-
nate or suspend any financial assistance under this
Act, in whole or in part, or not extend payments
under an existing grant under this Act, if the Sec-
retaries determine that a recipient has failed to meet
any requirements of this Act, including—
(A) reporting requirements under section
402(c);
(B) regulations under this Act; or
(C) an approved plan submitted pursuant
to this Act.
(2) NOTICE AND OPPORTUNITY FOR HEARING.—
If the Secretaries terminate or suspend financial as-
sistance, or do not extend payments under an existing
grant under paragraph (1), with respect to recipient
or proposed recipient, then the Secretaries shall pro-
vide—
(A) prompt notice to such recipient or pro-
posed recipient; and
(B) the opportunity for a hearing to such
recipient or proposed recipient not later than 30
days after the date on which such notice is pro-
vided.
(3) NONDELEGATION.—The Secretaries shall not
delegate any of the functions or authority specified
under this subsection, other than to an officer whose
appointment was required to be made by and with
the advice and consent of the Senate.
(c) ACCEPTANCE OF GIFTS.—The Secretaries are au-
thorized, in carrying out this Act, to accept, purchase, or
lease in the name of the Department of Labor or the Depart-
ment of Education, and employ or dispose of in furtherance
of the purposes of this Act, any money or property, real,
personal, or mixed, tangible or intangible, received by gift,
devise, bequest, or otherwise.
(d) USE OF VOLUNTARY AND UNCOMPENSATED SERV-
ICES.—Notwithstanding section 1342 of title 31, United
States Code, the Secretaries are authorized to accept vol-
untary and uncompensated services in furtherance of the
purposes of this Act.
SEC. 6. AUTHORIZATION OF APPROPRIATIONS.
(a) IN GENERAL.—There are authorized to be appro-
priated to the Secretaries to carry out this Act $300,000,000
for fiscal year 1995 and such sums as may be necessary
for each of the fiscal years 1996 through 2002.
(b) RESERVATIONS.—From amounts appropriated
under subsection (a) for any fiscal year, the Secretaries—
(1) shall reserve an amount equal to not more
than one half of 1 percent of such amounts for such
fiscal year to provide grants under sections 202(b)
and 212(b) to the Commonwealth of the Northern
Mariana Islands, American Samoa, Guam, the Vir-
gin Islands, the Federated States of Micronesia, the
Republic of the Marshall Islands, and Palau;
(2) shall reserve an amount equal to not more
than one half of 1 percent of such amounts for such
fiscal year to provide grants under subtitle C of title
II to establish and carry out School-to-Work Opportu-
nities programs for Indian youths that involve Bu-
reau funded schools (as defined in section 1139(3) of
the Education Amendments of 1978 (25 U.S.C.
2019(3)));
(3) shall reserve an amount equal to 10 percent
of such amounts for such fiscal year to provide grants
under section 302(b) to local partnerships located in
high poverty areas; and
(4) may reserve an amount equal to not more
than 5 percent of such amounts for such fiscal year
to carry out title IV.
(c) AVAILABILITY OF FUNDS.—Amounts authorized to
be appropriated under subsection (a) are authorized to re-
main available until expended.
TITLE I—SCHOOL-TO-WORK OP-
PORTUNITIES 
BASIC 
PRO-
GRAM COMPONENTS
SEC. 101. GENERAL PROGRAM REQUIREMENTS.
A School-to-Work Opportunities program under this
Act shall—
(1) integrate work-based learning and school-
based learning, as provided for in sections 102 and
103, integrate academic and occupational learning,
and build effective linkages between secondary and
postsecondary education;
(2) provide all students opportunities to complete
a career major; and
(3) incorporate the basic program components
provided in sections 102 through 104.
SEC. 102. WORK-BASED LEARNING COMPONENT.
The work-based learning component of a School-to-
Work Opportunities program shall include—
(1) a planned program of job training and work
experiences, including pre-employment and employ-
ment skills to be mastered at progressively higher lev-
els, that are relevant to a student’s career major and
lead to the award of a skill certificate;
(2) paid work experience;
(3) workplace mentoring;
(4) instruction in general workplace com-
petencies; and
(5) broad instruction in a variety of elements of
an industry.
SEC. 103. SCHOOL-BASED LEARNING COMPONENT.
The school-based learning component of a School-to-
Work Opportunities program shall include—
(1) career awareness and career exploration and
counseling (beginning at the earliest possible age, but
beginning no later than the middle school grades) in
order to help students who may be interested to iden-
tify, and select or reconsider, their interests, goals,
and career majors, including those options that may
not be traditional for their gender, race, or ethnicity;
(2) initial selection by interested students of a
career major not later than the beginning of the 11th
grade;
(3) a program of study designed to meet the
same academic content standards the State has estab-
lished for all students, including, where applicable,
standards established under the Goals 2000: Educate
America Act, and to meet the requirements necessary
for a student to earn a skill certificate;
(4) a program of instruction and curriculum
that integrates academic and vocational learning (in-
cluding applied methodologies and team-teaching
strategies), and incorporates instruction in a variety
of elements of an industry, appropriately tied to a
participant’s career major;
(5) regularly scheduled evaluations involving on-
going consultation with students and school dropouts
to identify their academic strengths and weaknesses,
academic progress, workplace knowledge, goals, and
the need for additional learning opportunities to mas-
ter core academic and vocational skills; and
(6) mechanisms which allow students participat-
ing in a school-to-work program to transfer to a post-
secondary program.
SEC. 104. CONNECTING ACTIVITIES COMPONENT.
The connecting activities component of a School-to-
Work Opportunities program shall include—
(1) matching students with employers’ work-
based learning opportunities;
(2) serving as a liaison among the employer,
school, teacher, parent, student, and, if appropriate,
other community partners;
(3) providing technical assistance and services to
employers, including small and medium sized busi-
nesses, and others in designing work-based and school-
based learning components, counseling and case man-
agement services, and in the training of teachers,
workplace mentors, school site mentors, and coun-
selors;
(4) providing assistance to schools and employers
to integrate school-based and work-based learning and
integrate academic and occupational learning;
(5) providing assistance to participants who
have completed the program in finding an appro-
priate job, continuing their education, or entering
into an additional training program, and linking
students with other community services which may be
necessary to assure a successful transition from school
to work;
(6) collecting information regarding post-pro-
gram outcomes of participants in the School-to-Work
Opportunities program and analyzing such informa-
tion, to the extent practicable, on the basis of socio-
economic status, race, gender, ethnicity, disability,
limited English proficiency, school dropouts, and aca-
demically talented students; and
(7) linking youth development activities under
this Act with employer and industry strategies for
upgrading the skills of their workers.
TITLE II—SCHOOL-TO-WORK OP-
PORTUNITIES SYSTEM DEVEL-
OPMENT AND IMPLEMENTA-
TION GRANTS TO STATES
Subtitle A—State Development
Grants
SEC. 201. PURPOSE.
The purpose of this subtitle is to assist States and the
territories in planning and developing comprehensive,
statewide systems for school-to-work opportunities.
SEC. 202. AUTHORIZATION.
(a) IN GENERAL.—The Secretaries may provide devel-
opment grants to States in such amounts as the Secretaries
determine is necessary to enable such States to complete de-
velopment of comprehensive, statewide School-to-Work Op-
portunities systems that may have begun with funds pro-
vided under the Job Training Partnership Act (29 U.S.C.
1501 et seq.) and the Carl D. Perkins Vocational and Ap-
plied Technology Education Act (20 U.S.C. 2301 et seq.).
(b) GRANTS
TO TERRITORIES.—From amounts re-
served under section 6(b)(1), the Secretaries shall provide
grants in accordance with this subtitle to the Common-
wealth of the Northern Mariana Islands, American Samoa,
Guam, the Virgin Islands, the Federated States of Microne-
sia, the Republic of the Marshall Islands, and Palau, to
complete development of comprehensive School-to-Work Op-
portunities systems in those territories.
SEC. 203. APPLICATION.
(a) IN GENERAL.—The Secretaries may not provide
a development grant under section 202 to a State unless
the State submits to the Secretaries an application in such
form and containing such information as the Secretaries
may reasonably require.
(b) COORDINATION WITH GOALS 2000: EDUCATE
AMERICA ACT.—A State seeking assistance under both this
Act and the Goals 2000: Educate America Act may—
(1) submit a single application containing plans
that meet the requirements of both Acts and ensure
that both plans are coordinated and not duplicative;
or
(2) if such State has already submitted its appli-
cation for funds under the Goals 2000: Educate
America Act, submit its application under this Act as
an amendment to the Goals 2000: Educate America
Act application so long as such amendment meets the
requirements of this Act and is coordinated with and
not duplicative of the Goals 2000: Educate America
Act application.
(c) CONTENTS.—Such application shall include—
(1) a timetable and an estimate of the amount
of funding needed to complete the planning and devel-
opment necessary to implement a comprehensive,
statewide School-to-Work Opportunities system for all
students;
(2) a description of how the Governor, the State
educational agency, the State agency officials respon-
sible for vocational education, job training, and em-
ployment, economic development, and postsecondary
education, the State sex equity coordinator assigned
under section 111(b)(1) of the Carl D. Perkins Voca-
tional and Applied Technology Education Act (20
U.S.C. 2321(b)(1)), and other appropriate officials
will collaborate in the planning and development of
the State School-to-Work Opportunities system;
(3) a description of how the State has enlisted
and will continue to enlist the active and continued
participation in the planning and development of the
statewide School-to-Work Opportunities system of em-
ployers and other interested parties such as locally
elected officials, secondary and postsecondary edu-
cational institutions or agencies, business associa-
tions, industrial extension centers, employees, orga-
nized labor, teachers, related services personnel, stu-
dents, parents, community-based organizations, In-
dian tribes, rehabilitation agencies and organizations,
registered apprenticeship agencies, and vocational
educational agencies;
(4) a description of how the State will coordinate
its planning activities with each local partnership
within the State that has received a grant under title
III, if any;
(5) a designation of a fiscal agent to receive and
be accountable for funds provided from a grant under
section 202; and
(6) a description of how the State will provide
opportunities for students from low-income families,
low achieving students, students with limited English
proficiency, and school dropouts to participate in
school-to-work programs.
SEC. 204. USE OF AMOUNTS.
The Secretaries may not provide a development grant
under section 202 to a State unless the State agrees that
it will use all amounts received from such grant to develop
a statewide School-to-Work Opportunities system, which
may include—
(1) identifying or establishing an appropriate
State structure to administer the School-to-Work Op-
portunities system;
(2) identifying existing secondary and post-
secondary school-to-work programs which might be in-
corporated into the State system;
(3) identifying or establishing broad-based part-
nerships among employers, labor, education, govern-
ment, and other community-based organizations and
parent organizations to participate in the design, de-
velopment, and administration of School-to-Work Op-
portunities programs;
(4) developing a marketing plan to build consen-
sus and support for School-to-Work Opportunities
programs;
(5) promoting the active involvement of business
(including small and medium sized businesses) in
planning, developing, and implementing local School-
to-Work Opportunities programs, and in establishing
partnerships with elementary, middle, and secondary
schools;
(6) identifying ways that existing local school-to-
work programs could be coordinated with the state-
wide School-to-Work Opportunities system;
(7) supporting local School-to-Work Opportuni-
ties planning and development activities to provide
guidance, training and technical assistance for teach-
ers, employers, mentors, counselors, administrators,
and others, in the development of School-to-Work Op-
portunities programs;
(8) developing training programs for teachers,
counselors, mentors, and others on counseling and
training women, minorities, and individuals with
disabilities for high-skill, high-wage careers in non-
traditional occupations;
(9) initiating pilot programs for testing key
components of State program design;
(10) developing a State process for issuing skill
certificates that is consistent with the work of the Na-
tional Skill Standards Board and the criteria estab-
lished under Goals 2000: Educate America Act;
(11) designing challenging curricula in coopera-
tion with representatives of local partnerships;
(12) developing a system for labor market analy-
sis and strategic planning for local targeting of in-
dustry sectors or broad occupational clusters;
(13) analyzing the post high school employment
experiences of recent high school graduates and drop-
outs;
(14) preparing the plan required for submission
of an application for an implementation grant under
subtitle B;
(15) working with localities to develop strategies
to recruit and retain all students in programs under
this Act, including those from a broad range of back-
grounds and circumstances, through collaborations
with community-based organizations, where appro-
priate, and other entities with expertise in working
with these students; and
(16) coordinating recruitment of out-of-school,
at-risk, and disadvantaged youths with those organi-
zations and institutions who have a successful history
of working with such youths.
SEC. 205. ALLOCATION REQUIREMENT.
The Secretaries may not provide a development grant
under section 202 to any State in an amount exceeding
$1,000,000 in any fiscal year.
SEC. 206. REPORTS.
The Secretaries may not provide a development grant
under section 202 to a State unless the State agrees that
it will submit to the Secretaries such periodic reports as
the Secretaries may reasonably require relating to the use
of amounts from such grant.
Subtitle B—State Implementation
Grants
SEC. 211. PURPOSE.
The purpose of this subtitle is to assist States and the
territories in the implementation of comprehensive, state-
wide School-to-Work Opportunities systems.
SEC. 212. AUTHORIZATION.
(a) IN GENERAL.—The Secretaries may provide imple-
mentation grants to States in such amounts as the Secretar-
ies determine is necessary to enable such States to imple-
ment comprehensive, statewide School-to-Work Opportuni-
ties systems.
(b) GRANTS
TO TERRITORIES.—From amounts re-
served under section 6(b)(1), the Secretaries shall provide
grants in accordance with this subtitle to the Common-
wealth of the Northern Mariana Islands, American Samoa,
Guam, the Virgin Islands, the Federated States of Microne-
sia, the Republic of the Marshall Islands, and Palau, to
implement comprehensive School-to-Work Opportunities
systems in those territories.
(c) PERIOD OF GRANT.—The provision of payments
under a grant under subsection (a) or subsection (b) shall
extend over a period of 5 fiscal years and shall be subject
to the annual approval of the Secretaries and subject to the
availability of appropriations for the fiscal year involved
to make the payments.
(d) LIMITATION.—A State or territory shall be eligible
to receive only 1 implementation grant under subsection (a)
or subsection (b), as the case may be.
SEC. 213. APPLICATION.
(a) IN GENERAL.—The Secretaries may not provide
an implementation grant under section 212 to a State un-
less the State submits to the Secretaries an application in
such form and containing such information as the Secretar-
ies may reasonably require.
(b) COORDINATION WITH GOALS 2000: Educate Amer-
ica Act.—A State seeking assistance under both this Act
and the Goals 2000: Educate America Act may—
(1) submit a single application containing plans
that meet the requirements of both Acts and ensure
that both plans are coordinated and not duplicative;
or
(2) if such State has already submitted its appli-
cation for funds under the Goals 2000: Educate
America Act, submit its application under this Act as
an amendment to the Goals 2000: Educate America
Act application so long as such amendment meets the
requirements of this Act and is coordinated with and
not duplicative of the Goals 2000: Educate America
Act application.
(c) CONTENTS.—Such application shall include—
(1) a plan for a comprehensive, statewide School-
to-Work Opportunities system under a State plan
that meets the requirements described in subsection
(d);
(2) a description of how the State will allocate
funds under this Act to local partnerships; and
(3) a request, if the State decides to submit such
a request, for 1 or more waivers of certain statutory
or regulatory requirements, as provided for under
title V.
(d) STATE PLAN.—A State plan shall—
(1) designate the geographical areas to be served
by local partnerships, which shall, to the extent fea-
sible, reflect local labor market areas;
(2) describe how the State will stimulate and
support local School-to-Work Opportunities programs
that meet the requirements of this Act, and how the
State’s system will be expanded over time to cover all
geographic areas in the State, including urban and
rural areas;
(3) describe the procedure by which the Governor,
the State educational agency, the State agency offi-
cials responsible for vocational education, job training
and employment, economic development, and post-
secondary education, the State sex equity coordinator
assigned under section 111(b)(1) of the Carl D. Per-
kins Vocational and Applied Technology Education
Act (20 U.S.C. 2321(b)(1)), and other appropriate of-
ficials will collaborate in the implementation of the
School-to-Work Opportunities system;
(4) describe how the State has obtained and will
continue to obtain the active involvement in the state-
wide School-to-Work Opportunities system of employ-
ers and other interested parties such as locally elected
officials, secondary and postsecondary educational in-
stitutions or agencies, business associations, indus-
trial extension centers, employees, organized labor,
teachers, related services personnel, students, parents,
community-based organizations, rehabilitation agen-
cies and organizations, registered apprenticeship
agencies, local vocational educational agencies, voca-
tional student organizations, and State or regional
cooperative education associations;
(5) describe how the School-to-Work Opportuni-
ties system will coordinate with or integrate existing
local school-to-work programs and other appropriate
programs, including those financed from State and
private sources, with funds available from related
programs under other provisions of Federal law, such
as—
(A) the Adult Education Act (20 U.S.C.
1201 et seq.);
(B) the Carl D. Perkins Vocational and Ap-
plied Technology Education Act (20 U.S.C. 2301
et seq.);
(C) the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 2701 et seq.);
(D) the Higher Education Act of 1965 (20
U.S.C. 2701 et seq.);
(E) the Job Opportunities and Basic Skills
Training Program authorized under part F of
title IV of the Social Security Act (42 U.S.C.
681 et seq.);
(F) the Goals 2000: Educate America Act;
(G) the Individuals With Disabilities Edu-
cation Act (20 U.S.C. 1400 et seq.);
(H) the Job Training Partnership Act (29
U.S.C. 1501 et seq.);
(I) the National Apprenticeship Act (29
U.S.C. 50 et seq.);
(J) the Rehabilitation Act of 1973 (29
U.S.C. 701 et seq.); and
(K) the National and Community Service
Trust Act of 1993;
(6) describe the State’s strategy for providing
training for teachers, employers, mentors, counselors,
and others, including programs which focus on the
counseling and training of women, minorities, and
individuals with disabilities for high-skill, high-wage
careers in non-traditional occupations, and provide
assurance of coordination with such activities in
other Acts;
(7) describe how the State will adopt, develop, or
assist local partnerships in the development of model
curricula and innovative instructional methodologies,
to be used in the secondary, and where possible, the
elementary grades, that integrate academic and voca-
tional learning and promote career awareness, and
that are consistent with academic and skill standards
established pursuant to the Goals 2000: Educate
America Act;
(8) describe how the State will expand and im-
prove career and academic counseling in the elemen-
tary and secondary grades, which may include link-
ages to career counseling and labor market informa-
tion services outside of the school system;
(9) describe the resources, including private sec-
tor resources, the State intends to employ in main-
taining the School-to-Work Opportunities system
when funds under this Act are no longer available;
(10) describe how the State will ensure effective
and meaningful opportunities for all students to par-
ticipate in School-to-Work Opportunities programs;
(11) describe the State’s goals and the methods it
will use, such as awareness and outreach, to ensure
opportunities for young women to participate in
School-to-Work Opportunities programs in a manner
that leads to employment in high-performance, high-
paying jobs, including nontraditional employment,
and goals to ensure an environment free from racial
and sexual harassment;
(12) describe how the State will ensure opportu-
nities for low achieving students, students with dis-
abilities, and school dropouts to participate in
School-to-Work Opportunities programs;
(13) describe the State’s process for assessing the
skills and knowledge required in career majors and
awarding skill certificates that is consistent with the
work of the National Skill Standards Board and the
criteria established under Goals 2000: Educate Amer-
ica Act;
(14) describe the manner in which the State will,
to the extent feasible, continue programs funded under
title III in the State School-to-Work Opportunities
system;
(15) describe how local school-to-work programs,
including those funded under title III, if any, will be
integrated into the State School-to-Work Opportuni-
ties system;
(16) describe the performance standards that the
State intends to meet in establishing and carrying
out the School-to-Work Opportunities system, includ-
ing how the standards developed under section 115 of
the Carl D. Perkins Vocational and Applied Tech-
nology Education Act (20 U.S.C. 2301 et seq.) have
been incorporated into such performance standards or
are used in coordination with such standards;
(17) designate a fiscal agent to receive and be ac-
countable for funds provided from a grant under sec-
tion 212; and
(18) describe the means by which students who
are involved in a school-to-work program may trans-
fer to a post-secondary program.
(e) SIMILAR AUTHORITY OF OTHER OFFICIALS OR EN-
TITIES NOT SUPERSEDED.—Nothing in this section shall
be construed to negate or supersede the authority of any
official or entity responsible under State or other applicable
law for authority that is similar to authority specified
under this Act.
SEC. 214. REVIEW OF APPLICATION.
(a) IN GENERAL.—The Secretaries shall review each
application submitted by a State under section 213, includ-
ing the State plan contained in such application, and shall
approve or disapprove such application in accordance with
this section.
(b) APPROVAL CRITERIA.—The Secretaries may ap-
prove an application only if the State demonstrates in the
application—
(1) that the State plan is replicable, sustainable,
and innovative;
(2) that the officials listed in section 213(d)(3)
will collaborate in the planning and development of
the proposed plan;
(3) that other Federal, State, and local resources
will be used to implement the proposed plan;
(4) the extent to which such plan would limit
administrative costs and increase amounts spent on
delivery of services to students enrolled in programs
under this Act; and
(5) if the State, according to census data, has at
least 1 urban and at least 1 rural area, the State will
ensure the establishment of a partnership in at least
1 urban and 1 rural area in the State.
(c) DISAPPROVAL.—If the Secretaries determine that
an application submitted by a State does not meet the cri-
teria under subsection (b), or that the application is incom-
plete or otherwise unsatisfactory, the Secretaries shall—
(1) notify the State of the reasons for the failure
to approve the application;
(2) if the application does not meet the criteria
under subsection (b), inform the State of the oppor-
tunity to apply for a development grant under sub-
title A, except that further development funds may
not be awarded to a State that receives an implemen-
tation grant; and
(3) if the application is incomplete or otherwise
unsatisfactory, permit the State to resubmit a cor-
rected or amended application.
(d) USE OF FUNDS FOR REVIEW OF APPLICATIONS.—
The Secretaries may use amounts reserved under section
6(b)(4) for the review of applications submitted under sub-
section (a).
SEC. 215. USE OF AMOUNTS.
The Secretaries may not provide an implementation
grant under section 212 to a State unless the State agrees
that it will use all amounts received from such grant to
implement the State’s School-to-Work Opportunities system
in accordance with the following requirements:
(1) SUBGRANTS TO LOCAL PARTNERSHIPS.—
(A) AUTHORITY.—
(i) IN GENERAL.—Except as provided
in clause (ii), the State shall provide
subgrants to local partnerships, according
to criteria established by the State, for the
purpose of carrying out School-to-work Op-
portunities programs described in title I.
(ii) PROHIBITION.—The State shall not
provide subgrants to local partnerships that
have received implementation grants under
title III, except that this prohibition shall
not apply with respect to local partnerships
that are located in high poverty areas, as
such term is defined in such title.
(B) APPLICATION
BY
LOCAL
PARTNER-
SHIP.—The State may not provide a subgrant
under subparagraph (A) to a local partnership
unless the partnership submits to the State an
application that—
(i) describes how the program will in-
clude the basic program components and
otherwise meet the requirements of this Act;
(ii) sets forth measurable program
goals and outcomes;
(iii) describes the local strategies and
timetables to provide School-to-Work Oppor-
tunities program opportunities for all stu-
dents as appropriate for the specific local-
ity;
(iv) provides assurances that, to the ex-
tent practicable, school-to-work opportuni-
ties provided to students will be in indus-
tries and occupations offering high-skill,
high-wage employment opportunities; and
(v) provides such other information as
the State may require.
(C) DISAPPROVAL OF APPLICATION.—If the
State determines that an application submitted
by a local partnership does not meet the criteria
under subparagraph (B), or that the application
is incomplete or otherwise unsatisfactory, the
State shall—
(i) notify the local partnership of the
reasons for the failure to approve the appli-
cation; and
(ii) if the application is incomplete or
otherwise unsatisfactory, permit the local
partnership to resubmit a corrected or
amended application.
(D) USE OF AMOUNTS BY LOCAL PARTNER-
SHIP.—The State may not provide a subgrant
under subparagraph (A) to a local partnership
unless the partnership agrees that it will use all
amounts received from such subgrant to carry
out activities to implement School-to-Work Op-
portunities programs described in title I, and
such activities may include—
(i) recruiting and providing assistance
to employers, including small and medium
sized businesses, to provide the work-based
learning components in the School-to-Work
Opportunities program;
(ii) establishing consortia of employers
to support the School-to-Work Opportunities
program and provide access to jobs related
to students’ career majors;
(iii) 
supporting 
or 
establishing
intermediaries to perform the activities de-
scribed in section 104 and to provide assist-
ance to students and school dropouts in ob-
taining jobs and further education and
training;
(iv) designing or adapting school cur-
ricula that can be used to integrate aca-
demic and vocational learning, school-based
and work-based learning, and secondary
and postsecondary education;
(v) providing training to work-based
and school-based staff on new curricula, stu-
dent assessments, student guidance, and
feedback to the school regarding student per-
formance;
(vi) designing or expanding and im-
proving career awareness, exploration, and
counseling activities, beginning at the earli-
est possible age, but beginning no later than
the middle school grades;
(vii) establishing in schools participat-
ing in a School-to-Work Opportunities pro-
gram a graduation assistance program to
assist at-risk students, low-achieving stu-
dents, and students with disabilities in
graduating from high school, enrolling in
postsecondary education or training, and
finding or advancing in jobs;
(viii) providing supplementary and
support services, including child care and
transportation;
(ix) conducting or obtaining an in
depth analysis of the local labor market and
the generic and specific skill needs of em-
ployers to identify high-demand, high-wage
careers to target;
(x) integrating work-based and school-
based learning into existing job training
programs for school dropouts;
(xi) establishing or expanding school-
to-apprenticeship programs in cooperation
with registered apprenticeship agencies and
apprenticeship sponsors;
(xii) assisting participating employers,
including small- and medium-size busi-
nesses, to identify and train workplace men-
tors and to develop work-based learning
components;
(xiii) promoting the formation of part-
nerships between elementary, middle, and
secondary schools and local businesses as an
investment in future workplace productivity
and competitiveness;
(xiv) designing local strategies to pro-
vide adequate planning time and staff de-
velopment activities for teachers, school
counselors, and school site mentors, includ-
ing opportunities outside the classroom
which are in the worksite;
(xv) enhancing linkages between exist-
ing after-school, weekend, and summer jobs,
career exploration and school-based learn-
ing; and
(xvi) coordinating recruitment of drop-
outs and at-risk and disadvantaged youths
by the local partnership with recruitment of
these individuals by organizations and in-
stitutions which have a history of success in
working with these targeted individuals.
(E) PARTNERSHIP
COMPACT.—The State
may not provide a subgrant under subparagraph
(A) to a local partnership unless the partnership
agrees that it will establish a process by which
the responsibilities and expectations of students,
parents, employers, and schools are clearly estab-
lished and agreed upon at the point of entry of
the student into a career major program of
study.
(F) ADMINISTRATIVE
COSTS.—The local
partnership may not use more than 5 percent of
amounts received from a subgrant under sub-
paragraph (A) for any fiscal year for adminis-
trative costs associated with activities in carry-
ing out, but not including, activities under sub-
paragraphs (D) and (E) for such fiscal year.
(G) ALLOCATION REQUIREMENTS.—
(i) FIRST YEAR.—In the 1st fiscal year
for which a State receives amounts from a
grant under section 212, the State shall use
not less than 70 percent of such amounts to
provide subgrants to local partnerships
under subparagraph (A).
(ii) SECOND YEAR.—In the 2d fiscal
year for which a State receives amounts
from a grant under section 212, the State
shall use not less than 80 percent of such
amounts to provide subgrants to local part-
nerships under subparagraph (A).
(iii) THIRD
YEAR
AND
SUCCEEDING
YEARS.—In the 3d fiscal year for which a
State receives amounts from a grant under
section 212, and in each succeeding year,
the State shall use not less than 90 percent
of such amounts to provide subgrants to
local partnerships under subparagraph (A).
(2) ADDITIONAL STATE ACTIVITIES.—The State
may also—
(A) recruit and provide assistance to em-
ployers to provide work-based learning for all
students;
(B) conduct outreach activities to promote
and support collaboration in School-to-Work Op-
portunities programs by businesses, organized
labor, and other organizations;
(C) provide training for teachers, employ-
ers, workplace mentors, counselors, and others;
(D) provide labor market information to
local partnerships that is useful in determining
which high-skill, high-wage occupations are in
demand;
(E) design or adapt model curricula that
can be used to integrate academic and vocational
learning, school-based and work-based learning,
and secondary and postsecondary education;
(F) design or adapt model work-based
learning programs and identifying best prac-
tices;
(G) conduct outreach activities and provid-
ing technical assistance to other States that are
developing or implementing School-to-Work Op-
portunities systems;
(H) reorganize and streamline State sys-
tems to facilitate the development of a com-
prehensive School-to-Work Opportunities system;
(I) identify ways that existing local school-
to-work programs could be integrated with the
statewide School-to-Work Opportunities system;
(J) design career awareness and exploration
activities (that may begin as early as the elemen-
tary grades, but beginning no later than middle
school grades) such as job shadowing, job site vis-
its, school visits by individuals in various occu-
pations, and mentoring;
(K) design and implement school-sponsored
work experiences, such as school-sponsored enter-
prises and community development projects;
(L) encourage the formation of partnerships
between elementary, middle, and secondary
schools and local businesses as an investment in
future workplace productivity and competitive-
ness;
(M) coordinate recruitment of out-of-school,
at-risk, and disadvantaged youths with those or-
ganizations and institutions who have a success-
ful history of working with such youths; and
(N) conduct outreach to all students in a
manner that most appropriately meets their need
and the needs of their communities.
SEC. 216. ALLOCATION REQUIREMENT.
The Secretaries shall establish the minimum and max-
imum amounts available for an implementation grant
under section 212, and shall determine the actual amount
granted to any State based on such criteria as the scope
and quality of the plan and the number of projected pro-
gram participants.
SEC. 217. ADMINISTRATIVE COSTS.
The State may not use more than 5 percent of amounts
received from an implementation grant under section 212
for any fiscal year for administrative costs associated with
activities in carrying out, but not including, activities
under section 215 for such fiscal year.
SEC. 218. REPORTS.
The Secretaries may not provide an implementation
grant under section 212 to a State unless the State agrees
that it will submit to the Secretaries such periodic reports
as the Secretaries may reasonably require relating to the
use of amounts from such grant.
Subtitle C—Development and Im-
plementation Grants for School-
to-Work Programs for Indian
Youths
SEC. 221. AUTHORIZATION.
(a) IN GENERAL.—From amounts reserved under sec-
tion 6(b)(2), the Secretaries shall provide grants to establish
and carry out School-to-Work Opportunities programs for
Indian youths that involve Bureau funded schools (as de-
fined in section 1139(3) of the Education Amendments of
1978 (25 U.S.C. 2019(3))).
(b) ADDITIONAL AUTHORITIES.—The Secretaries may
carry out subsection (a) through such means as they find
appropriate, including—
(1) the transfer of funds to the Secretary of the
Interior; and
(2) the provision of financial assistance to In-
dian tribes and Indian organizations.
SEC. 222. REQUIREMENTS.
In providing grants under section 221, the Secretaries
shall require recipients of such grants to comply with re-
quirements similar to those requirements imposed on States
under subtitles A and B of this title.
TITLE III—FEDERAL IMPLEMEN-
TATION GRANTS TO LOCAL
PARTNERSHIPS
SEC. 301. PURPOSES.
The purposes of this title are—
(1) to authorize the Secretaries to provide com-
petitive grants directly to local partnerships in order
to provide funding for communities that have built a
sound planning and development base for School-to-
Work Opportunities programs and are ready to begin
implementing a local School-to-Work Opportunities
program; and
(2) to authorize the Secretaries to provide com-
petitive grants to local partnerships to implement
School-to-Work Opportunities programs in high pov-
erty areas of urban and rural communities to provide
support for a comprehensive range of education,
training, and support services for youths residing in
such areas.
SEC. 302. AUTHORIZATION.
(a) GRANTS TO LOCAL PARTNERSHIPS.—
(1) IN GENERAL.—Subject to paragraph (2), the
Secretaries may provide implementation grants di-
rectly to local partnerships in States in such amounts
as the Secretaries determine is necessary to enable
such partnerships to implement a School-to-Work Op-
portunities program.
(2) RESTRICTIONS.—A local partnership—
(A) shall be eligible to receive only 1 grant
under this subsection;
(B) shall not be eligible to receive a grant
under this subsection if such partnership is lo-
cated in a State that—
(i) has been provided an implementa-
tion grant under section 212; and
(ii) has received amounts from such
grant for any fiscal year after the 1st fiscal
year under such grant; and
(C) that receives a grant under this sub-
section shall not be eligible to receive a grant
under subsection (b).
(b) GRANTS TO LOCAL PARTNERSHIPS IN HIGH POV-
ERTY AREAS.—
(1) IN GENERAL.—Subject to paragraphs (2) and
(3), the Secretaries shall, from amounts reserved
under section 6(b)(3), provide grants to local partner-
ships which are located in high poverty areas in
States in such amounts as the Secretaries determine
is necessary to enable such partnerships to implement
a School-to-Work Opportunities program in such
areas.
(2) RESTRICTIONS.—A local partnership—
(A) shall be eligible to receive only 1 grant
under this subsection; and
(B) that receives a grant under this sub-
section shall not be eligible to receive a grant
under subsection (a).
(3) PRIORITY.—In providing grants under para-
graph (1), the Secretaries shall give priority to local
partnerships that have a demonstrated effectiveness in
the delivery of comprehensive vocational preparation
programs with successful rates in job placement
through cooperative activities among local educational
agencies, local businesses, labor organizations, and
other organizations.
(c) PERIOD OF GRANT.—The provision of payments
under a grant under subsection (a) or (b) shall extend over
a period of 5 fiscal years and shall be subject to the annual
approval of the Secretaries and subject to the availability
of appropriations for the fiscal year involved to make the
payments.
SEC. 303. APPLICATION.
(a) IN GENERAL.—The Secretaries may not provide
an implementation grant under section 302 to a local part-
nership unless the partnership—
(1) submits to the State for review and comment
an application in such form and containing such in-
formation as the Secretaries may reasonably require;
and
(2) submits such application to the Secretaries.
(b) TIME LIMIT FOR STATE REVIEW AND COMMENT.—
(1) IN GENERAL.—The State shall provide for re-
view and comment on the application under sub-
section (a) not later than 30 days after the date on
which the State receives the application from the local
partnership.
(2) SUBMISSION WITHOUT STATE REVIEW AND
COMMENT.—If the State does not provide review and
comment within the 30-day time period specified in
paragraph (1), the local partnership may submit the
application to the Secretaries without first obtaining
such review and comment.
(c) CONTENTS.—Such application shall include—
(1) the designation of a fiscal agent to receive
and be accountable for amounts received from a grant
under section 302;
(2) the State’s comments regarding such applica-
tion under subsection (a)(1);
(3) information that is consistent with the con-
tent requirements for a State plan that are specified
in paragraphs (4) through (10) of section 213(d); and
(4) a description of how the partnership will
meet the other requirements of this Act.
(d) USE OF FUNDS FOR REVIEW OF APPLICATIONS.—
The Secretaries may use amounts reserved under section
6(b)(4) for the review of applications submitted under sub-
section (a).
SEC. 304. USE OF AMOUNTS.
The Secretaries may not provide an implementation
grant under section 302 to a local partnership unless the
partnership agrees that it will use all amounts from such
grant to carry out activities to implement a School-to-Work
Opportunities program described in title I, including the
activities described in clauses (i) through (xvi) of section
215(1)(D).
SEC. 305. CONFORMITY WITH APPROVED STATE PLAN.
The Secretaries may not award a grant under section
302 to a local partnership located in a State that has an
approved plan unless the Secretaries determine, after con-
sultation with the State, that the plan submitted by the
partnership is in accord with the approved State plan.
SEC. 306. REPORTS.
The Secretaries may not provide an implementation
grant under section 302 to a local partnership unless the
partnership agrees that it will submit to the Secretaries
such periodic reports as the Secretaries may reasonably re-
quire relating to the use of amounts from such grant.
SEC. 307. HIGH POVERTY AREA DEFINED.
For purposes of this title, the term ‘‘high poverty area’’
means—
(1) a census tract, a contiguous group of census
tracts, a nonmetropolitan county, a Native American
Indian reservation, or an Alaska Native village, with
a poverty rate of 30 percent or more, as determined
by the Bureau of the Census; or
(2) an area that has an unemployment rate
greater than the national average unemployment for
the most recent 12 months for which satisfactory data
are available.
TITLE IV—NATIONAL PROGRAMS
AND REPORTS
SEC. 
401. 
RESEARCH, 
DEMONSTRATION, 
AND 
OTHER
PROJECTS.
(a) IN GENERAL.—From amounts reserved under sec-
tion 6(b)(4), the Secretaries shall conduct research and de-
velopment and establish a program of experimental and
demonstration projects, to further the purposes of this Act.
(b) ADDITIONAL USE
OF AMOUNTS.—Amounts re-
served under section 6(b)(4) may also be used for programs
or services authorized under any other provision of this Act
that are most appropriately administered at the national
level and that will operate in, or benefit more than, one
State.
SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.
(a) IN GENERAL.—The Secretaries, in collaboration
with the States, shall by grants, contracts, or otherwise, es-
tablish a system of performance measures for assessing
State and local programs regarding—
(1) progress in the development and implementa-
tion of State plans that include the basic program
components and otherwise meet the requirements of
title I;
(2) participation in School-to-Work Opportuni-
ties programs by employers, schools, students, and
school dropouts, including information on the gender,
race, ethnicity, socioeconomic background, limited
English proficiency, and disability of all partici-
pants;
(3) progress in developing and implementing
strategies for addressing the needs of students and
school dropouts;
(4) progress in meeting the State’s goals to en-
sure opportunities for young women to participate in
School-to-Work Opportunities programs;
(5) outcomes of participating students and school
dropouts, by gender, race, ethnicity, socioeconomic
background, limited English proficiency, and disabil-
ity of the participants, including information on—
(A) academic learning gains;
(B) staying in school and attaining a high
school diploma, or a General Equivalency Di-
ploma, or alternative diploma or certificate for
those students with disabilities for whom such al-
ternative diploma or certificate is appropriate,
skill certificate, and college degree;
(C) placement and retention in further edu-
cation or training, particularly in the student’s
career major; and
(D) job placement, retention, and earnings,
particularly in the student’s career major; and
(6) the extent to which the program has met the
needs of employers.
(b) EVALUATION.—The Secretaries shall conduct a na-
tional evaluation of School-to-Work Opportunities pro-
grams funded under this Act by grants, contracts, or other-
wise, that will track and assess the progress of implementa-
tion of State and local programs and their effectiveness
based on measures such as those described in subsection (a).
(c) REPORTS.—Each State shall provide periodic re-
ports, at such intervals as the Secretaries determine, con-
taining—
(1) information described in paragraphs (1)
through (6) of subsection (a); and
(2) information on the extent to which current
Federal programs implemented at the State and local
level may be duplicative, outdated, overly restrictive,
or otherwise counter-productive to the development of
comprehensive statewide School-to-Work Opportuni-
ties systems.
SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.
(a) PURPOSE.—The Secretaries shall work in coopera-
tion with the States, the State sex equity coordinators as-
signed under section 111(b)(1) of the Carl D. Perkins Voca-
tional and Applied Technology Education Act (20 U.S.C.
2321(b)(1)), employers and their associations, secondary
and postsecondary schools, student and teacher organiza-
tions, organized labor, and community-based organizations
to increase their capacity to develop and implement effec-
tive School-to-Work Opportunities programs.
(b) AUTHORIZED ACTIVITIES.—The Secretaries shall
provide, through grants, contracts, or other arrangements—
(1) training, technical assistance, and other ac-
tivities that will—
(A) enhance the skills, knowledge, and ex-
pertise of the personnel involved in planning and
implementing State and local School-to-Work
Opportunities programs, such as training of per-
sonnel to assist students; and
(B) improve the quality of services provided
to individuals served under this Act;
(2) assistance to States and local partnerships in
order to integrate resources available under this Act
with resources available under other Federal, State,
and local authorities; and
(3) assistance to States and local partnerships to
recruit employers to provide the work-based learning
component of School-to-Work Opportunities programs.
SEC. 404. AMENDMENT TO JOB TRAINING PARTNERSHIP
ACT TO PROVIDE SCHOOL-TO-WORK OPPOR-
TUNITIES ACTIVITIES FOR CAPACITY BUILD-
ING AND INFORMATION AND DISSEMINATION
NETWORK.
Section 453(b)(2) of the Job Training Partnership Act
(29 U.S.C. 1733(b)(2)) is amended—
(1) in subparagraph (C)(ii)(V), by striking the
period at the end of such subparagraph and inserting
‘‘; and’’; and
(2) by adding at the end the following new sub-
paragraph:
‘‘(D)(i) from the amount appropriated pur-
suant to section 6(a) of the School-to-Work Op-
portunities Act of 1993, collect and disseminate
information—
‘‘(I) on successful school-to-work pro-
grams carried out pursuant to such Act and
innovative school and work-based curricu-
lum;
‘‘(II) on research and evaluation con-
ducted concerning school-to-work opportuni-
ties activities;
‘‘(III) that will assist States and part-
nerships in undertaking labor market anal-
ysis, surveys or other activities related to
economic development;
‘‘(IV) on skill certificates, skill stand-
ards and related assessment technologies;
and
‘‘(V) on methods for recruiting and
building the capacity of employers to pro-
vide work-based learning opportunities; and
‘‘(ii) from such amount, facilitate commu-
nication and the exchange of information and
ideas among States and partnerships carrying
out school-to-work opportunities programs pur-
suant to such Act.’’.
SEC. 405. REPORTS TO CONGRESS.
Not later than 24 months after the date of the enact-
ment of this Act, and every 12 months thereafter, the Sec-
retaries shall submit a report to the Congress on all School-
to-Work Opportunities programs carried out pursuant to
this Act. The Secretaries shall, at a minimum, include in
each such report—
(1) information concerning the programs that re-
ceive assistance under this Act;
(2) a summary of the information contained in
the State and local partnership reports submitted
under titles II and III and section 402(c); and
(3) information regarding the findings and ac-
tions taken as a result of any evaluation conducted by
the Secretaries.
TITLE 
V—WAIVER 
OF 
STATU-
TORY AND REGULATORY RE-
QUIREMENTS
SEC. 501. STATE AND LOCAL PARTNERSHIP REQUESTS AND
RESPONSIBILITIES FOR WAIVERS.
(a) STATE REQUEST FOR WAIVER.—A State may sub-
mit, as a part of the State plan (or as an amendment to
the plan) described in section 213(d), a request for a waiver
of 1 or more statutory or regulatory provisions described
in section 502 or 503 from the Secretaries in order to carry
out the School-to-work Opportunity system established by
such State. Such request may include different waivers with
respect to different areas within the State.
(b) LOCAL PARTNERSHIP REQUEST FOR WAIVER.—
(1) IN GENERAL.—A local partnership that seeks
a waiver of any of the laws specified in section 502
or 503 shall submit an application for such waiver to
the State and the State shall determine whether to
submit the application for such waiver to the Sec-
retaries.
(2) TIME LIMIT.—
(A) IN GENERAL.—The State shall make a
determination to submit the application under
paragraph (1) not later than 30 days after the
date on which the State receives the application
from the local partnership.
(B) DIRECT SUBMISSION.—If the State does
not make a determination to submit the applica-
tion within the 30-day time period specified in
subparagraph (A), the local partnership may
submit the application to the Secretaries without
first obtaining such review and comment.
(c) WAIVER CRITERIA.—The request by the State shall
meet the criteria contained in section 502 or section 503
and shall specify the laws or regulations referred to in those
sections that the State wants waived.
SEC. 502. WAIVER AUTHORITY OF SECRETARY OF EDU-
CATION.
(a) WAIVER AUTHORITY.—
(1) IN GENERAL.—Except as provided in sub-
section (c), the Secretary of Education may waive
any requirement under any provision of law referred
to in subsection (b), or any regulation issued under
such provision, for a State that requests such a waiv-
er and has an approved State plan under section
214—
(A) if, and only to the extent that, the Sec-
retary of Education determines that such re-
quirement impedes the ability of the State or a
local partnership to carry out the purposes of
this Act;
(B) if the State provides the Secretary with
documentation of the necessity for the waiver, in-
cluding—
(i) the specific requirement that will be
waived;
(ii) the specific positive outcomes ex-
pected from the waiver and why those out-
comes cannot be achieved while complying
with the requirement;
(iii) the process which will be used to
monitor the progress in implementing the
waiver; and
(iv) such other information as the Sec-
retary may require;
(C) if the State waives, or agrees to waive,
similar requirements of State law; and
(D) if the State—
(i) has provided all local partnerships
in the State, and local educational agencies
participating in a local partnership in the
State, with notice and an opportunity to
comment on the State’s proposal to seek a
waiver;
(ii) provides, to the extent feasible, stu-
dents, parents, and advocacy and civil
rights groups an opportunity to comment
on the State’s proposal to seek a waiver;
and
(iii) has submitted the comments of the
local partnerships and local educational
agencies to the Secretary of Education.
(2) APPROVAL OR DISAPPROVAL.—The Secretary
of Education shall promptly approve or disapprove
any request submitted pursuant to paragraph (1) and
shall issue a decision that shall—
(A) include the reasons for approving or
disapproving the request, including a response to
comments; and
(B) be disseminated by the State seeking the
waiver to interested parties, including educators,
parents, students, advocacy and civil rights orga-
nizations, and the public.
(3) APPROVAL CRITERIA.—In approving a re-
quest under paragraph (2), the Secretary Education
shall consider the amount of State resources that will
be used to implement the State plan.
(4) TIME PERIOD FOR WAIVER.—Each waiver
approved under paragraph (2) shall be for a period
not to exceed 5 years, except that the Secretary of
Education may extend such period if the Secretary
determines that the waiver has been effective in ena-
bling the State or local partnership to carry out the
purposes of this Act.
(b) APPLICABLE PROVISIONS OF LAW.—The applicable
provisions of law referred to in this subsection are the fol-
lowing:
(1) Chapter 1 of title I of the Elementary and
Secondary Education Act of 1965, including the Even
Start Act.
(2) Part A of chapter 2 of title I of the Elemen-
tary and Secondary Education Act of 1965.
(3) The Dwight D. Eisenhower Mathematics and
Science Education Act (part A of title II of the Ele-
mentary and Secondary Education Act of 1965).
(4) The Emergency Immigrant Education Act of
1984 (part D of title IV of the Elementary and Sec-
ondary Education Act of 1965).
(5) The Drug-Free Schools and Communities Act
of 1986 (title V of the Elementary and Secondary
Education Act of 1965).
(6) The Carl D. Perkins Vocational and Applied
Technology Education Act.
(c) WAIVERS NOT AUTHORIZED.—The Secretary of
Education may not waive any requirement under any pro-
vision of law referred to in subsection (b), or any regulation
issued under such provision, relating to—
(1) the basic purposes or goals of such provision
of law;
(2) maintenance of effort;
(3) comparability of services;
(4) the equitable participation of students at-
tending private schools;
(5) parental participation and involvement;
(6) the distribution of funds to State or to local
educational agencies;
(7) the eligibility of individuals for participation
in a program under such provision of law;
(8) public health or safety, labor standards, civil
rights, occupational safety and health, or environ-
mental protection; or
(9) prohibitions or restrictions relating to the
construction of buildings or facilities.
(d) TERMINATION
OF WAIVERS.—The Secretary of
Education shall periodically review the performance of any
State or local partnership for which the Secretary has
granted a waiver under subsection (a) and shall terminate
the waiver if—
(1) the Secretary determines that the perform-
ance of the State, local partnership, or local edu-
cational agency affected by the waiver, as the case
may be, has been inadequate to justify a continuation
of the waiver; or
(2) the State fails to waive similar requirements
of State law as required or agreed to in accordance
with subsection (a)(1)(B).
SEC. 503. WAIVER AUTHORITY OF SECRETARY OF LABOR.
(a) WAIVER AUTHORITY.—
(1) IN GENERAL.—Except as provided in sub-
section (c), the Secretary of Labor may waive any re-
quirement under any provision of the Job Training
Partnership Act (29 U.S.C. 1501 et seq.), or any reg-
ulation issued under such provision, for a State that
requests such a waiver and has an approved State
plan under section 214—
(A) if, and only to the extent that, the Sec-
retary of Labor determines that such requirement
impedes the ability of the State or a local part-
nership to carry out the purposes of this Act;
(B) if the State provides the Secretary with
documentation of the necessity for the waiver, in-
cluding—
and local public funds expended to provide services
for existing school-to-work opportunities systems and
programs.
(7) OTHER SAFEGUARDS.—The Secretaries shall
provide such other safeguards as they deem appro-
priate in order to ensure that participants in a pro-
gram are afforded adequate supervision by skilled
adult workers, or, otherwise, to further the purposes of
this Act.
TITLE 
VII—REAUTHORIZATION
OF JOB TRAINING FOR THE
HOMELESS DEMONSTRATION
PROGRAM UNDER THE STEW-
ART B. MCKINNEY HOMELESS
ASSISTANCE ACT
SEC. 701. REAUTHORIZATION.
Section 739(a) of the Stewart B. McKinney Homeless
Assistance Act (42 U.S.C. 11449(a)) is amended by striking
‘‘the following amounts:’’ and all that follows and inserting
‘‘such sums as may be necessary for each of the fiscal years
1994 and 1995.’’.
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