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school and summer programs that are designed
to help students master such material;
‘‘(B) for other specific interventions, with
appropriate instructional strategies, to enable
students with limited English proficiency and
students with disabilities to master such mate-
rial;
‘‘(C) for the identification of the knowledge
and skills in particular subject areas that stu-
dents have not mastered, in order to facilitate
remediation in those areas;
‘‘(D) for the development, by schools, of
plans to provide individualized attention to stu-
dents who have not mastered such material;
‘‘(E) for full communication between the
school and parents, including a description and
analysis of the students’ performance, how it
will be improved, and how parents will be in-
volved in the process; and
‘‘(F) in cases in which significant numbers
of students have failed to master such material,
for a State review of whether corrective action
under section 1116 of this Act with respect to
the school or local educational agency is needed;
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‘‘(6) require its local educational agencies to
disseminate widely their policies under this sub-
section in language and in a format that is concise
and that parents can understand; and
‘‘(7) ensure that any assessments used by a
State, local educational agency, or school for the
purpose of implementing a policy under this
subsection—
‘‘(A) are aligned with the State’s chal-
lenging content and performance standards and
provide coherent information about student
progress towards attainment of those stand-
ards;
‘‘(B) include multiple measures, including
teacher evaluations, no one of which may be as-
signed determinative weight in making adverse
decisions about individual students;
‘‘(C) offer multiple opportunities for stu-
dents to demonstrate that they meet the stand-
ards;
‘‘(D) are valid and reliable for the pur-
poses for which they are used and must fairly
and accurately measure what students have
been taught;
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‘‘(E) provide reasonable adaptations and
accommodations for students with disabilities
and students with limited English proficiency;
‘‘(F) provide that students with limited
English proficiency are assessed, to the greatest
extent practicable, in the language and form
most likely to yield accurate and reliable infor-
mation about what those students know and
can do; and
‘‘(G) provide that Spanish-speaking stu-
dents with limited English proficiency are as-
sessed using tests written in Spanish, if Span-
ish-language assessments are more likely than
English-language tests to yield accurate and re-
liable information on what those students know
and can do.
‘‘(c) PLAN CONTENT.—A State shall include in its
accountability plan under section 11208 a detailed de-
scription of—
‘‘(1) its policy under subsection (b), in accord-
ance with paragraph (2);
‘‘(2) 
the 
strategies 
and 
steps 
(including
timelines and performance indicators) that the State
will take to ensure that its policy is fully imple-
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mented no later than four years from the date of
the approval of its accountability plan; and
‘‘(3) the steps that the State will take to ensure
that the policy is disseminated to all local edu-
cational agencies and schools in the State and to the
general public.
‘‘ENSURING TEACHER QUALITY
‘‘SEC. 11205. (a) IN GENERAL.—A State that re-
ceives assistance under this Act shall, at the time it sub-
mits its accountability plan under section 11208, have in
effect a policy that—
‘‘(1) is designed to ensure that there are quali-
fied teachers in every classroom in the State; and
‘‘(2) meets the requirements of this section.
‘‘(b) POLICY.—A policy to ensure teacher quality
under this section shall include the strategies that the
State will carry out to ensure that, within four years from
the date of the approval of its accountability plan—
‘‘(1) not less than 95 percent of the teachers in
public schools in the State are certified or—
‘‘(A) have a baccalaureate degree and are
enrolled in a program, such as an alternative
certification program, leading to full certifi-
cation in their field within three years; or
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‘‘(B) have full certification in another
State and are establishing certification where
they are teaching;
‘‘(2) not less than 95 percent of the teachers in
public secondary schools in the State have academic
training or demonstrated competence in the subject
area in which they teach;
‘‘(3) there is no disproportionate concentration
in particular school districts of teachers who are not
described in paragraphs (1) or (2); and
‘‘(4) its certification process for new teachers
includes an assessment of content knowledge and
teaching skills that is aligned with State standards.
‘‘(c) PLAN CONTENT.—(1) A State shall include in
its accountability plan under section 11208 the perform-
ance indicators by which it will annually measure its
progress in—
‘‘(A) decreasing the percentage of teachers in
the State teaching without full licenses or creden-
tials; and
‘‘(B) increasing the percentage of secondary
school classes in core academic subject areas taught
by teachers who—
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‘‘(i) have a postsecondary-level academic
major or minor in the subject area they teach
or a related field; or
‘‘(ii) otherwise demonstrate a high level of
competence through rigorous tests in their aca-
demic subject.
‘‘(2) In its accountability plan under section 11208,
a State shall assure that, in carrying out this policy, it
will not decrease the rigor or quality of its teacher certifi-
cation standards.
‘‘SOUND DISCIPLINE POLICY
‘‘SEC. 11206. (a) IN GENERAL.—A State that re-
ceives assistance under this Act shall, at the time it sub-
mits its accountability plan under section 11208, have in
effect a policy that requires its local educational agencies
and schools to have in place and implement sound and
equitable discipline policies, in order to ensure a safe, or-
derly, and drug-free learning environment in every school.
‘‘(b) POLICY.—A State discipline policy under this
section shall require local educational agencies and schools
to have in place and implement disciplinary policies that—
‘‘(1) focus on prevention and are coordinated
with prevention strategies and programs under title
IV of this Act;
‘‘(2) apply to all students and are enforced con-
sistently and equitably;
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‘‘(3) are clear and understandable;
‘‘(4) are developed with the participation of
school staff, students, and parents;
‘‘(5) are broadly disseminated;
‘‘(6) ensure that due process is provided;
‘‘(7) are consistent with applicable Federal,
State and local laws, including the Individuals With
Disabilities Education Act;
‘‘(8) ensure that teachers are adequately
trained to manage their classrooms effectively; and
‘‘(9) in case of students who are suspended or
expelled from school, provide for appropriate super-
vision, counseling, and educational services that will
help those students continue to meet the State’s
challenging standards.
‘‘(c) PLAN CONTENT.—A State shall include in its
accountability plan under section 11208 an assurance that
it has in effect a policy that meets the requirements of
this section.
‘‘EDUCATION REPORT CARDS
‘‘SEC. 11207. (a) IN GENERAL.—(1) A State that re-
ceives assistance under this Act shall, at the time it sub-
mits its accountability plan under section 11208, have in
effect a policy that requires the development and dissemi-
nation of annual report cards, regarding the status of edu-
cation and educational progress in the State and in its
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local educational agencies and schools, that meet the re-
quirements of this section.
‘‘(2) Report cards under this section shall—
‘‘(A) be concise;
‘‘(B) be disseminated in a format and manner
that parents can understand; and
‘‘(C) focus on educational results.
‘‘(b) CONTENT OF STATE-LEVEL REPORT CARD.—
(1) The State shall, at a minimum, include in the annual
State-level report card information regarding—
‘‘(A) student performance on statewide assess-
ments, set forth on an aggregated basis, in both
reading (or language arts) and mathematics, as well
as any other subject area for which the State re-
quires assessments;
‘‘(B) attendance and graduation rates in the
public schools of the State;
‘‘(C) average class size in each of the school
districts in the State;
‘‘(D) school safety, including the incidence of
school violence and drug and alcohol abuse and the
number of instances in which a student has pos-
sessed a firearm at school, subject to the Gun-Free
Schools Act; and
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‘‘(E) the professional qualifications of teachers
in the State, including the number of teachers teach-
ing with emergency credentials and the number of
teachers teaching out of their field of expertise.
‘‘(2) Student achievement data in the report card
shall contain statistically sound, disaggregated results for
the following categories:
‘‘(A) Gender.
‘‘(B) Racial and ethnic group.
‘‘(C) Migrant status.
‘‘(D) Students with disabilities, as compared to
students who are not disabled.
‘‘(E) Economically disadvantaged students, as
compared to students who are not economically dis-
advantaged.
‘‘(F) Students with limited English proficiency,
as compared to students who are proficient in
English.
‘‘(3) A State may include in such report cards any
other information it determines appropriate to reflect
school quality and student achievement, such as informa-
tion on—
‘‘(A) longitudinal achievement scores from the
National Assessment of Educational Progress or
State assessments;
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‘‘(B) parent involvement, as determined by such
measures as the extent of parental participation in
school parental involvement activities;
‘‘(C) participation in extended learning time
programs, such as after-school and summer pro-
grams; and
‘‘(D) the performance of students in meeting
physical education goals.
‘‘(c) CONTENT
OF LOCAL EDUCATIONAL AGENCY
AND SCHOOL REPORT CARDS.—(1) The State shall en-
sure that each local educational agency and each school
in the State includes in its annual report card, at a
minimum—
‘‘(A) the information described in subsections
(b)(1) and (b)(2); and
‘‘(B)(i) in the case of a local educational
agency—
‘‘(I) the number of schools identified as
low-performing schools, such as schools identi-
fied as in need of improvement under section
1116(c)(1) of this Act; and
‘‘(II) information that shows how students
in its schools performed on statewide assess-
ments compared to students in the rest of the
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State (including such comparisons over time, if
the information is available); or
‘‘(ii) in the case of a school—
‘‘(I) whether it has been identified as a
low-performing school; and
‘‘(II) information that shows how its stu-
dents performed on statewide assessments com-
pared to students in the rest of the local edu-
cational agency and the State (including such
comparisons over time, if the information is
available).
‘‘(2) Local educational agencies and schools may in-
clude in their annual report cards the information de-
scribed in subsection (b)(3) and any other appropriate in-
formation.
‘‘(d) DISSEMINATION AND ACCESSIBILITY OF RE-
PORT CARDS.—(1) State-level report cards under sub-
section (b) shall be posted on the Internet, disseminated
to all schools and local educational agencies in the State,
and made broadly available to the public.
‘‘(2) Local educational agency report cards under
subsection (c) shall be disseminated to all schools in the
school district and to all parents of students attending
these schools, and made broadly available to the public,
through such means as posting on the Internet.
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‘‘(3) School report cards under subsection (c) shall
be disseminated to all parents of students attending that
school and be made broadly available to the public,
through such means as posting on the Internet.
‘‘(e) PLAN CONTENT.—A State shall include in its
accountability plan under section 11208 an assurance that
it has in effect a policy that meets the requirements of
this section.
‘‘EDUCATION ACCOUNTABILITY PLANS
‘‘SEC. 11208. (a) IN GENERAL.—Each State that re-
ceives assistance under this Act on or after July 1, 2000,
shall have on file with the Secretary an approved account-
ability plan that meets the requirements of this section.
‘‘(b) CONTENT.—An accountability plan under sub-
section (a) shall include—
‘‘(1) a description of the State’s system under
section 11203;
‘‘(2) a description of the steps the State will
take to ensure that all local educational agencies
have the capacity needed to ensure compliance with
this part;
‘‘(3) the information or assurances called for by
sections 
11204(c), 
11205(c), 
11206(c), 
and
11207(e);
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‘‘(4) information indicating that the Governor
and the State educational agency concur with the
plan; and
‘‘(5) any other information that the Secretary
may reasonably require to ensure the proper and ef-
fective administration of this part.
‘‘(c) REPORTS.—(1) A State shall report annually to
the Secretary, in such form and containing such informa-
tion as the Secretary may require, on its progress in car-
rying out the requirements of this part, and shall include
such report in its consolidated State performance report
under section 11506.
‘‘(2) In reporting on its progress in implementing its
student progress and social promotion policy under section
11204, a State shall assess the effect of its policy, and
its implementation, in improving academic achievement
for all children and otherwise carrying out the purpose
specified in section 11202.
‘‘(d) RELATIONSHIP TO CONSOLIDATED PLAN.—(1)
If a State submits a consolidated State plan under section
11502, it shall include in that plan its accountability plan
under this section.
‘‘(2) If a State does not submit a consolidated State
plan, it shall submit a separate accountability plan under
this section to receive assistance under this Act.
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‘‘(e) APPROVAL.—(1)(A) The Secretary shall approve
an accountability plan under this section if the Secretary
determines that it complies substantially with the require-
ments of this part.
‘‘(B) The Secretary may accompany the approval of
a plan with conditions that are consistent with the purpose
of this part.
‘‘(2) In reviewing accountability plans under this
part, the Secretary shall employ the peer-review proce-
dures under section 11502(e).
‘‘(3) If a State does not submit a consolidated State
plan under section 11502, the Secretary shall, in consid-
ering that State’s separate accountability plan under this
section, employ such procedures, comparable to those set
forth in section 11502(e), as the Secretary may determine.
‘‘AUTHORITY OF SECRETARY TO ENSURE
ACCOUNTABILITY
‘‘SEC. 11209. (a) REMEDIES
FOR SUBSTANTIAL
FAILURE.—If the Secretary determines that a State has
failed substantially to carry out a requirement of this part
or a provision in its approved accountability plan under
section 11208, or that its performance has failed substan-
tially to meet a performance indicator in such plan, the
Secretary shall take, consistent with applicable due proc-
ess procedures, one or more of the following steps to en-
sure that the purpose of this part is carried out promptly:
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‘‘(1) Providing, or arranging for the provision
of, technical assistance to the State educational
agency in question.
‘‘(2) Requiring a plan for corrective action.
‘‘(3) Suspending or terminating authority to
grant waivers under applicable ED-Flex authority.
‘‘(4) Suspending or terminating eligibility to
participate in competitive programs under this Act.
‘‘(5) Withholding, in whole or in part, State ad-
ministrative funds available under this Act.
‘‘(6) Withholding, in whole or in part, program
funds available to such State under the Act.
‘‘(7) Imposing one or more conditions upon the
Secretary’s approval of a State plan or application
under this Act.
‘‘(8) Taking other action authorized under part
D of the General Education Provisions Act, such as
a cease-and-desist order or compliance agreement.
‘‘(9) Taking any other appropriate account-
ability step that is consistent with this Act, including
referral to the Department of Justice for enforce-
ment.
‘‘(b) EFFECTIVE ENFORCEMENT.—If remedial steps
taken by the Secretary under subsection (a) fail to correct
the State’s non-compliance, the Secretary shall take one
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or more additional steps under subsection (a) to bring the
State into compliance.
‘‘RECOGNITION AND REWARDS
‘‘SEC. 11210. (a) IN GENERAL.—If the Secretary de-
termines that a State has demonstrated significant, state-
wide achievement gains in core subjects, as measured by
the National Assessment of Educational Progress for
three consecutive years, is closing the achievement gap be-
tween low- and high-performing students, and has in place
strategies for continuous improvement, including improve-
ment in reducing the practices of social promotion and re-
tention, the Secretary shall, in light of all the cir-
cumstances, including the size of those gains, recognize
and reward the State, as described under subsection (b).
‘‘(b) REWARDS.—The Secretary shall establish,
through regulation, a system for recognizing and reward-
ing States described under subsection (a). Such rewards
may include—
‘‘(1) conferring priority in competitive programs
under this Act;
‘‘(2) increased flexibility in administering pro-
grams under this Act, consistent with maintaining
accountability; and
‘‘(3) supplementary grants or administrative
funds to carry out the purposes of this Act.
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‘‘(c) AUTHORIZATION.—There are authorized to be
appropriated for fiscal year 2001 and each of the four suc-
ceeding fiscal years, such sums as may be necessary to
carry out subsection (b)(3).
‘‘BEST PRACTICES AND MODELS
‘‘SEC. 11211. In implementing this part, the Sec-
retary shall, after consulting with State and local edu-
cational agencies and other agencies, institutions, and or-
ganizations with experience or information relevant to the
purpose of this part, disseminate information about best
practices, models, and other forms of technical assistance.
‘‘CONSTRUCTION
‘‘SEC. 11212. Nothing in this part shall be construed
as affecting home schooling or the application of the civil
rights laws or the Individuals with Disabilities Education
Act.’’.
AMERICA’S EDUCATION GOALS PANEL
SEC. 1112. Title XI of the ESEA, as redesignated
by section 1109, is further amended by adding a new part
C to read as follows:
‘‘PART C—AMERICA’S EDUCATION GOALS PANEL
‘‘PURPOSE
‘‘SEC. 11301. It is the purpose of this part to estab-
lish a bipartisan mechanism for—
‘‘(1) building a national consensus for edu-
cation improvement; and
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‘‘(2) reporting on progress toward achieving
America’s Education Goals.
‘‘AMERICA’S EDUCATION GOALS PANEL
‘‘SEC. 11302. (a) ESTABLISHMENT.—There is estab-
lished an America’s Education Goals Panel (hereinafter
in this part referred to as the ‘Goals Panel’) to advise the
President, the Secretary, and the Congress.
‘‘(b) COMPOSITION.—The Goals Panel shall be com-
posed of 18 members (hereinafter in this part referred to
as ‘members’), including—
‘‘(1) 2 members appointed by the President;
‘‘(2) 8 members who are Governors, 3 of whom
shall be from the same political party as the Presi-
dent and 5 of whom shall not be from the same po-
litical party as the President, appointed by the
Chairperson and Vice Chairperson of the National
Governors’ Association, with the Chairperson and
Vice Chairperson each appointing representatives of
such Chairperson’s or Vice Chairperson’s respective
political party, in consultation with each other;
‘‘(3) 4 Members of the Congress, of whom—
‘‘(A) 1 member shall be appointed by the
Majority Leader of the Senate from among the
Members of the Senate;
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‘‘(B) 1 member shall be appointed by the
Minority Leader of the Senate from among the
Members of the Senate;
‘‘(C) 1 member shall be appointed by the
Majority Leader of the House of Representa-
tives from among the Members of the House of
Representatives; and
‘‘(D) 1 member shall be appointed by the
Minority Leader of the House of Representa-
tives from among the Members of the House of
Representatives; and
‘‘(4) 4 members of State legislatures appointed
by the President of the National Conference of State
Legislatures, of whom 2 shall be of the same polit-
ical party as the President of the United States.
‘‘(c) SPECIAL APPOINTMENT RULES.—
(1) IN GENERAL.—The members appointed pur-
suant to subsection (b)(2) shall be appointed as fol-
lows:
‘‘(A) If the Chairperson of the National
Governors’’ Association is from the same polit-
ical party as the President, the Chairperson
shall appoint 3 individuals and the Vice Chair-
person of such association shall appoint 5 indi-
viduals.
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‘‘(B) If the Chairperson of the National
Governors’’ Association is not from the same
political party as the President, the Chairperson
shall appoint 5 individuals and the Vice Chair-
person of such association shall appoint 3 indi-
viduals.
‘‘(3) REPRESENTATION.—To the extent fea-
sible, the membership of the Goals Panel shall be
geographically representative and reflect the racial,
ethnic, and gender diversity of the United States.
‘‘(d) TERMS. The terms of service of members shall
be as follows:
‘‘(1) PRESIDENTIAL
APPOINTEES.—Members
appointed under subsection (b)(1) of this section
shall serve at the pleasure of the President.
‘‘(2) GOVERNORS.—Members appointed under
paragraph (2) of subsection (b) of this section shall
serve for 2-year terms, except that the initial ap-
pointments under such paragraph shall be made to
ensure staggered terms with one-half of such mem-
bers’ terms concluding every 2 years.
‘‘(3) CONGRESSIONAL APPOINTEES AND STATE
LEGISLATORS.—Members appointed under para-
graphs (3) and (4) of subsection (b) shall serve for
2-year terms.
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‘‘(e) VACANCIES.—A vacancy on the Goals Panel
shall not affect its powers, but shall be filled in the same
manner as the original appointment.
‘‘(f) TRAVEL.—Each member may be allowed travel
expenses, including per diem in lieu of subsistence, as au-
thorized by section 5703 of title 5 of the United States
Code for each day the member is engaged in the perform-
ance of duties for the Goals Panel away from the home
or regular place of business of the member.
‘‘(g) CHAIRPERSON.—
(1) IN GENERAL. Subject to paragraph (3), the
members shall select a Chairperson from among
themselves.
‘‘(2) TERM.—The Chairperson of the Goals
Panel shall serve a 1-year term.
‘‘(3) POLITICAL AFFILIATION. The duties of the
Chairperson shall alternate between political parties.
‘‘(h) CONFLICT OF INTEREST. A member of the Goals
Panel who is an elected official of a State that has devel-
oped content or student performance standards may not
participate in Goals Panel consideration of that State’s
standards.
‘‘(i) EX OFFICIO MEMBER.—If the President has not
appointed the Secretary as 1 of the 2 members the Presi-
dent appoints pursuant to subsection (b)(1), then the Sec-
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retary shall serve as a nonvoting ex officio member of the
Goals Panel.
‘‘DUTIES
‘‘SEC. 11303. (a) IN GENERAL.—The Goals Panel
shall—‘‘(1) report to the President, the Secretary, and the
Congress regarding the progress the Nation and the
States are making toward achieving America’s Education
Goals established under section 2 of this Act, including
issuing an annual report;
‘‘(2) report on promising or effective actions being
taken at the national, State, and local levels, and in the
public and private sectors, to achieve America’s Education
Goals; and
‘‘(3) help build a nationwide, bipartisan consensus for
the reforms necessary to achieve America’s Education
Goals.
‘‘(b) REPORT.—
(1) IN GENERAL. The Goals Panel shall annu-
ally prepare and submit to the President, the Sec-
retary, the appropriate committees of Congress, and
the Governor of each State a report that shall—
‘‘(A) report on the progress of the United
States toward achieving America’s Education
Goals; and
‘‘(B) identify actions that should be taken
by Federal, State, and local governments to en-
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hance progress toward achieving America’s
Education Goals and to provide all students
with a fair opportunity to learn.
‘‘(2) FORM; DATA.—Reports under this sub-
section shall be presented in a form, and include
data, that is understandable to parents and the gen-
eral public.
‘‘POWERS OF THE GOALS PANEL
‘‘SEC. 11304. (a) HEARINGS.—
‘‘(1) IN GENERAL.—The Goals Panel shall, for
the purpose of carrying out this part, conduct such
hearings, sit and act at such times and places, take
such testimony, and receive such evidence, as the
Goals Panel considers appropriate.
‘‘(2) REPRESENTATION.—In carrying out this
part, the Goals Panel shall conduct hearings to re-
ceive reports, views, and analyses of a broad spec-
trum of experts and the public on the establishment
of voluntary national content standards, voluntary
national student performance standards, and State
assessments.
‘‘(b) INFORMATION.—The Goals Panel may secure di-
rectly from any department or agency of the United States
information necessary to enable the Goals Panel to carry
out this part. Upon request of the Chairperson of the
Goals Panel, the head of a department or agency shall
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furnish such information to the Goals Panel to the extent
permitted by law.
‘‘(c) POSTAL SERVICES.—The Goals Panel may use
the United States mail in the same manner, and under
the same conditions, as other departments and agencies
of the United States.
‘‘(d) USE OF FACILITIES.—The Goals Panel may,
with or without reimbursement, and with the consent of
any agency or instrumentality of the United States, or of
any State or political subdivision thereof, use the research,
equipment, services, and facilities of such agency, instru-
mentality, State, or political subdivision, as the case may
be.
‘‘(e) ADMINISTRATIVE ARRANGEMENTS
AND SUP-
PORT.—
‘‘(1) IN GENERAL.—The Secretary shall provide
to the Goals Panel, on a reimbursable basis, such
administrative support services as the Goals Panel
may request.
‘‘(2) 
CONTRACTS
AND
OTHER
ARRANGE-
MENTS.—The Secretary, to the extent appropriate,
and on a reimbursable basis, shall make contracts
and other arrangements that are requested by the
Goals Panel to help it compile and analyze data or
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carry out other functions necessary to the perform-
ance of its responsibilities.
‘‘(f) GIFTS.—The Goals Panel may accept, admin-
ister, and utilize gifts or donations of services, money, or
property, whether real or personal, tangible or intangible.
‘‘ADMINISTRATIVE PROVISIONS
‘‘SEC. 11305. (a) MEETINGS.—The Goals Panel shall
meet on a regular basis, as necessary, at the call of the
Chairperson of the Goals Panel or a majority of its mem-
bers.
‘‘(b) QUORUM.—A majority of the members shall con-
stitute a quorum for the transaction of business.
‘‘(c) VOTING AND FINAL DECISIONS.—
‘‘(1) VOTING.—No individual may vote, or exer-
cise any of the powers of a member, by proxy.
‘‘(2) FINAL DECISIONS.—(A) In making final
decisions of the Goals Panel with respect to the ex-
ercise of its duties and powers, the Goals Panel shall
operate on the principle of consensus among the
members of the Goals Panel.
‘‘(B) Except as otherwise provided in this part,
if a vote of the membership of the Goals Panel is re-
quired to reach a final decision with respect to the
exercise of its duties and powers, then such final de-
cision shall be made by a three-fourths vote of the
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members of the Goals Panel who are present and
voting.
‘‘(d) PUBLIC ACCESS.—The Goals Panel shall ensure
public access to its proceedings (other than proceedings,
or portions of proceedings, relating to internal personnel
and management matters) and make available to the pub-
lic, at reasonable cost, transcripts of such proceedings.
‘‘DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS
‘‘SEC. 11306. (a) DIRECTOR.—The Chairperson of
the Goals Panel, without regard to the provisions of title
5 of the United States Code relating to the appointment
and compensation of officers or employees of the United
States, shall appoint a Director to be paid at a rate not
to exceed the rate of basic pay payable for level V of the
Executive Schedule.
‘‘(b) APPOINTMENT AND PAY OF EMPLOYEES.—
‘‘(1) IN GENERAL.—(A) The Director may ap-
point not more than 4 additional employees to serve
as staff to the Goals Panel without regard to the
provisions of title 5 of the United States Code gov-
erning appointments in the competitive service.
‘‘(B) The employees appointed under subpara-
graph (A) may be paid without regard to the provi-
sions of chapter 51 and subchapter III of chapter 53
of that title relating to classification and General
Schedule pay rates, but shall not be paid a rate that
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exceeds the maximum rate of basic pay payable for
GS–15 of the General Schedule.
‘‘(2) ADDITIONAL EMPLOYEES.—The Director
may appoint additional employees to serve as staff
to the Goals Panel in accordance with title 5 of the
United States Code.
‘‘(c) FEDERAL EMPLOYEES.—Any individual ap-
pointed to serve as the Director of, or as staff to, the
Goals Panel on or after March 31, 1994, is an ‘employee’
within the definition of section 2105 of title 5, United
States Code.
‘‘(d) EXPERTS
AND
CONSULTANTS.—The Goals
Panel may procure temporary and intermittent services of
experts and consultants under section 3109(b) of title 5
of the United States Code.
‘‘(e) STAFF OF FEDERAL AGENCIES.—Upon the re-
quest of the Goals Panel, the head of any department or
agency of the United States may detail any of the per-
sonnel of such agency to the Goals Panel to assist the
Goals Panel in its duties under this part.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 11307. For purposes of carrying out this part,
there are authorized to be appropriated such sums as may
be necessary for fiscal year 2001 and for each of the four
succeeding fiscal years.’’.
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REPEAL
SEC. 1113. Title XII of the ESEA is repealed.
TITLE XII—AMENDMENTS TO OTHER LAWS;
REPEALS
PART A—AMENDMENTS TO OTHER LAWS
AMENDMENTS TO THE STEWART B.
MC KINNEY HOMELESS ASSISTANCE ACT
SEC. 1201. (a) POLICY.—Section 721(3) of the Stew-
art B. McKinney Homeless Assistance Act (42 U.S.C.
11421 et seq.; hereinafter referred to in this section as
‘‘the Act’’) is amended by striking out ‘‘should not be’’
and inserting in lieu thereof ‘‘is not’’.
(b) GRANTS TO STATES FOR STATE AND LOCAL AC-
TIVITIES.—Section 722 of the Act is amended—
(1) in subsection (c)—
(A) in paragraph (2)(A)—
(i) by inserting ‘‘and’’ before ‘‘the
Commonwealth of’’; and
(ii) by striking out ‘‘and Palau (until
the effective date of the Compact of Free
Association 
with 
the 
Government 
of
Palau),’’; and
(B) in paragraph (3)—
(i) by inserting ‘‘and’’ before ‘‘the
Commonwealth of’’; and
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(ii) by striking out ‘‘, or Palau’’;
(2) in subsection (e), by adding at the end
thereof the following new paragraph:
‘‘(3) PROHIBITION ON SEGREGATING HOMELESS
STUDENTS.—In providing a free, appropriate public
education to a homeless child or youth, no State re-
ceiving funds under this subtitle shall segregate such
child or youth, either in a separate school, or in a
separate program within a school, based on such
child or youth’s status as homeless, except in accord-
ance with section 723(a)(2)(B)(ii).’’;
(3) in subsection (f)—
(A) by striking out paragraph (1);
(B) by amending paragraph (4) to read as
follows:
‘‘(4) collect and transmit to the Secretary, at
such time and in such manner as the Secretary may
require, such information as the Secretary deems
necessary to assess the educational needs of home-
less children and youth within the State;’’;
(C) by amending paragraph (6) to read as
follows:
‘‘(6) in order to improve the provision of com-
prehensive education and related services to home-
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less children and youth and their families, coordinate
and collaborate with—
‘‘(A) educators, including child develop-
ment and preschool program personnel;
‘‘(B) providers of services to homeless and
runaway children and youth and homeless fami-
lies (including domestic violence agencies, shel-
ter operators, transitional housing facilities,
runaway and homeless youth centers, and tran-
sitional living programs for homeless youth);
‘‘(C) local educational agency liaisons for
homeless children and youth; and
‘‘(D) community organizations and groups
representing homeless children and youth and
their families.’’; and
(D) by redesignating paragraphs (2)
through (6) as paragraphs (1) through (5), re-
spectively; and
(4) in subsection (g)—
(A) by amending paragraph (1)(H) to read
as follows:
‘‘(H) contain assurances that—
‘‘(i) State and local educational agen-
cies will adopt policies and practices to en-
sure that homeless children and youth are
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not segregated on the basis of their status
as homeless or stigmatized; and
‘‘(ii) local educational agencies in
which homeless children and youth reside
or attend school will—
‘‘(I) post public notice of the edu-
cational rights of such children and
youth where such children and youth
receive services under this Act (such
as family shelters, and soup kitchens);
and
‘‘(II) designate an appropriate
staff person, who may also be a coor-
dinator for other Federal programs,
as a liaison for homeless children and
youth.’’;
(B) by amending paragraph (3)(B) to read
as follows:
‘‘(B) In determining the best interest of
the child or youth under subparagraph (A), the
local educational agency shall—
‘‘(i) to the extent feasible, keep a
homeless child or youth in his or her school
of origin, except when doing so is contrary
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to the wishes of his or her parent or
guardian; and
‘‘(ii) provide a written explanation to
the homeless child or youth’s parent or
guardian when the local educational agency
sends such child or youth to a school other
than the school of origin or a school re-
quested by the parent or guardian.’’;
(C) by amending paragraph (6) to read as
follows:
‘‘(6) COORDINATION.—(A) Each local edu-
cational agency serving homeless children and youth
that receives assistance under this subtitle shall co-
ordinate the provision of services under this part
with local services agencies and other agencies or
programs providing services to homeless children
and youth and their families, including services and
programs funded under the Runaway and Homeless
Youth Act.
‘‘(B) Where applicable, each State and local
educational agency that receives assistance under
this subtitle shall coordinate with State and local
housing agencies responsible for developing the com-
prehensive housing affordability strategy described
in section 105 of the Cranston-Gonzales National
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Affordable Housing Act to minimize educational dis-
ruption for children and youth who become home-
less.
‘‘(C) The coordination required in subpara-
graphs (A) and (B) shall be designed to—
‘‘(i) ensure that homeless children and
youth have access to available education and re-
lated support services; and
‘‘(ii) raise the awareness of school per-
sonnel and service providers of the effects of
short-term stays in a shelter and other chal-
lenges associated with homeless children and
youth.’’;
(D) in paragraph (7)(A)—
(i) in the matter before clause (i), by
striking out ‘‘local educational agency that
receives assistance under this subtitle shall
designate a homelessness liaison to ensure
that’’ and inserting in lieu thereof ‘‘local li-
aison for homeless children and youth, des-
ignated 
pursuant 
to 
subsection
(g)(1)(H)(ii)(II), shall ensure that’’;
(ii) by amending clause (i) to read as
follows:
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‘‘(i) homeless children and youth en-
roll in, and have a full and equal oppor-
tunity to succeed in, schools of that agen-
cy;’’;
(iii) in clause (ii), by striking out the
period at the end thereof and inserting in
lieu thereof a semicolon and ‘‘and’’;
(iv) by adding a new clause (iii) to
read as follows:
‘‘(iii) the parents or guardians of
homeless children and youth are informed
of the education and related opportunities
available to their children and are provided
with meaningful opportunities to partici-
pate in the education of their children.’’;
and
(v) by adding a new subparagraph (C)
to read as follows:
‘‘(C) Local educational agency liaisons for
homeless children and youth shall, as a part of
their duties, coordinate and collaborate with
State coordinators and community and school
personnel responsible for the provision of edu-
cation and related services to homeless children
and youth.’’; and