II
Calendar No. 286
103D CONGRESS
1ST SESSION
H.R. 2884
IN THE SENATE OF THE UNITED STATES
NOVEMBER 17 (legislative day, NOVEMBER 2), 1993
Received; read twice and placed on the calendar
AN ACT
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’’.
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(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.
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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 Infor-
mation 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
HOMELESS 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 bac-
calaureate degrees, and many do not possess the
academic and entry-level occupational skills nec-
essary 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 back-
grounds, and students with disabilities, do not com-
plete school;
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(3) unemployment among youths in the United
States is intolerably high, and earnings of high
school graduates have been falling relative to those
individuals with more education;
(4) the workplace in the United States is
changing in response to heightened international
competition and new technologies, and these forces,
which are ultimately beneficial to the Nation, are
shrinking the demand for and undermining the earn-
ing 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 transition from school to career-oriented
work or to further 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 stu-
dent’s career planning or exploration, or with school-
based learning;
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(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 approxi-
mately 11 percent of all individuals in this age
group, which indicates that these young persons are
particularly unprepared 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 Op-
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portunities systems that are a part of comprehensive
education reform, that are integrated with the sys-
tems developed under the Goals 2000: Educate
America Act, and that offer opportunities for all stu-
dents to participate in a performance-based edu-
cation and training program that will enable them to
earn portable credentials, prepare them for a first
job in a high-skill, high-wage career, and increase
their opportunities for further education;
(2) utilize workplaces as active learning compo-
nents in the educational process by making employ-
ers joint partners with educators in providing oppor-
tunities for all students to participate in high-qual-
ity, work-based learning experiences;
(3) use Federal funds as venture capital, to un-
derwrite the initial costs of planning and establish-
ing 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 edu-
cational institutions, private and public employers,
organized labor, government, community-based orga-
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nizations, 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 work-
place 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 edu-
cation, career academies, school-to-apprenticeship
programs, cooperative education, youth apprentice-
ship, business-education compacts, and promising
strategies that assist school dropouts that can be de-
veloped into programs 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,
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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
majors 
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 man-
ner that—
(1) promotes State and local discretion in es-
tablishing and implementing School-to-Work Oppor-
tunities systems and programs; and
(2) contributes to reinventing government by
building on State and local capacity, eliminating du-
plication, supporting locally established initiatives,
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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,
ethnic, and cultural backgrounds, American Indians,
Alaskan Natives, Native Hawaiians, students with
disabilities, students with limited English pro-
ficiency, migrant children, school dropouts, and aca-
demically 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
programs—
(A) which pertain to the body of subject
matter and related techniques and methods or-
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ganized for the development in individuals of
career awareness, career planning, career deci-
sionmaking, placement skills, and knowledge
and understanding of local, State, and national
occupational, 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
options with attention to surmounting gender,
race, ethnic, disability, language, or socio-
economic impediments to career options and en-
couraging careers 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 be-
tween secondary and postsecondary education;
(B) prepares the student for employment
in broad occupational clusters or industry sec-
tors;
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(C) typically includes at least 2 years of
secondary school and 1 or 2 years of post-
secondary education;
(D) results in the award of a high school
diploma, a General Equivalency Diploma, or al-
ternative diploma or certificate for those stu-
dents with disabilities for whom such alter-
native diploma or certificate is appropriate, a
certificate or diploma recognizing successful
completion of 1 or 2 years of postsecondary
education (if appropriate), and a skill certifi-
cate; 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
meaning given such term in section 4(5) of the Job
Training Partnership Act (29 U.S.C. 1503(5)).
(6) ELEMENTS OF AN INDUSTRY.—The term
‘‘elements of an industry’’ means, with respect to a
particular industry that a student is preparing to
enter, such elements as planning, management, fi-
nances, technical and production skills, underlying
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principles of technology, labor and community is-
sues, health and safety, and environmental issues re-
lated to that industry.
(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 con-
stituted within a State for either administrative con-
trol or direction of, or to perform a service function
for, public elementary or secondary schools in a city,
county, township, school district, or other political
subdivision of a State, or such combination of school
districts or counties as are recognized in a State as
an administrative agency for its public elementary or
secondary schools. Such term includes any other
public institution or agency having administrative
control and direction of a public elementary or sec-
ondary school.
(10) LOCAL
PARTNERSHIP.—The term ‘‘local
partnership’’ means a local entity that is responsible
for local School-to-Work Opportunities programs
and that—