I
103D CONGRESS
1ST SESSION
H. R. 1112
To establish youth apprenticeship demonstration programs, and for other
purposes.
IN THE HOUSE OF REPRESENTATIVES
FEBRUARY 24, 1993
Mr. MCCURDY (for himself, Mr. NEAL of North Carolina, Mr. HUGHES, and
Mr. FROST) introduced the following bill; which was read twice and re-
ferred to the Committee on Education and Labor
A BILL
To establish youth apprenticeship demonstration programs,
and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ‘‘Youth Apprenticeship
Act of 1993’’.
SEC. 2. FINDINGS AND PURPOSE.
(a) FINDINGS.—Congress finds that—
(1) many foreign countries, including Germany,
Japan, Denmark, and Sweden, have national policies
that—
(A) are aimed at effective employment
preparation of youth who do not seek a college
education; and
(B) include programs that provide occupa-
tional guidance to students and combine school-
ing with work experience;
(2) in Germany, almost all eligible students
apply for vocational training, which substantially re-
duces the risk of unemployment for young people,
and German firms spend $18,000,000,000 annually
on vocational training;
(3) United States international competitiveness
is being eroded because a substantial increase is oc-
curring in jobs requiring greater skills and youth are
unprepared to meet the new labor market demands;
(4) partly as a result of inadequate skills in the
work force, the productivity growth of the United
States has slowed dramatically over the past 10
years, with the country taking almost 3 years to
achieve the same productivity improvement pre-
viously achieved in 1 year;
(5) while the United States still leads the world
in productivity, the rate of productivity improvement
is increasing much faster among competing nations;
(6) the economic position of United States high
school graduates who do not seek a college education
is deteriorating, with real earnings of the graduates
declining by 28 percent from 1973 to 1986;
(7) about 9,000,000 of the 33,000,000 United
States youth age 16 to 24, or 27 percent of the
youth, lack the necessary skills to meet employer re-
quirements for entry level positions;
(8) in the United States, apprenticeship train-
ing programs are providing valuable training services
to—
(A) 300,000 apprentices enrolled in more
than 40,000 federally registered programs; and
(B) 100,000 apprentices participating in
nonregistered programs;
(9) attempts to expand apprenticeship training
in the United States have been unsuccessful and the
percentage of the civilian United States work force
enrolled in federally registered apprenticeship pro-
grams fell from an already low .3 percent in 1970
to only .16 percent in 1987;
(10) federally registered apprenticeship training
programs do not provide assistance to the average
high school graduate, as evidenced by the fact
that—
(A) fewer than 2 percent of United States
high school graduates enter into youth appren-
ticeship training programs; and
(B) the median age of United States ap-
prentices is 25;
(11) currently, there are at most approximately
3,500 United States high school students participat-
ing in school-to-work apprenticeship programs; and
(12) school-to-work apprenticeship programs
can—
(A) allow students to become registered ap-
prentices as the students complete high school;
(B) produce positive outcomes for the stu-
dents, schools, and employers; and
(C) provide supervised work experience for
the students during high school, promoting de-
sirable work habits and developing knowledge
and skills for the working world.
(b) PURPOSE.—The purpose of this Act is to develop
and evaluate a range of youth apprenticeship programs
that will—
(1) establish partnerships between secondary
and postsecondary schools, employers, labor organi-
zations, and community and civic leaders to bridge
the growing gap in skills, income, and opportunity
between college bound and noncollege bound youth;
(2) offer young people a better chance to gain
marketable skills and incentives to remain in school
and achieve better grades;
(3) establish a systematic transition for stu-
dents from school to work by combining work experi-
ence for youth with a work-related curriculum;
(4) identify and develop competency standards
for youth apprentices;
(5) instill a sense of pride, self-esteem, and pur-
pose in youth apprentices;
(6) contribute to the public policy debate on
youth apprenticeship programs; and
(7) test a range of approaches to youth appren-
ticeship programs.
SEC. 3. DEFINITIONS.
As used in this Act:
(1) BOARD.—The term ‘‘Board’’ means the
Board of Directors of the Institute.
(2) DISADVANTAGED YOUTH.—The term ‘‘dis-
advantaged youth’’—
(A) means an individual (other than an in-
dividual with a handicap) who—
(i)(I) is an economically disadvan-
taged individual; or
(II) has academic disadvantages; and
(ii) requires special services and as-
sistance in order to succeed in an appren-
ticeship training program; and
(B) includes—
(i) an individual who is a member of
an economically disadvantaged family;
(ii) a migrant;
(iii) an individual with limited-English
proficiency; and
(iv) an individual who is identified as
a potential dropout from a secondary
school.
(3) ECONOMICALLY
DISADVANTAGED
FAMILY;
ECONOMICALLY DISADVANTAGED INDIVIDUAL.—The
terms ‘‘economically disadvantaged family’’ and
‘‘economically disadvantaged individual’’ mean a
family and an individual, respectively, that the Insti-
tute, or a partnership participating in a youth ap-
prenticeship demonstration program, determines to
be low-income, according to the latest available data
from the Department of Commerce.
(4) INSTITUTE.—The term ‘‘Institute’’ means
the Institute for Youth Apprenticeship, established
in section 4.
(5) PARTNERSHIP.—The term ‘‘partnership’’
means a coalition of secondary and postsecondary
schools, employers, labor organizations, and commu-
nity and civic leaders, formed for the purpose of op-
erating a youth apprenticeship demonstration pro-
gram.
(6) 
POSTSECONDARY
SCHOOL.—The 
term
‘‘postsecondary school’’ means a community college,
junior college, technical institute, or area vocational
school.
(7) POSTSECONDARY SCHOOL DEMONSTRATION
PROGRAM.—The term ‘‘postsecondary school dem-
onstration program’’ means a demonstration pro-
gram described in section 6(b)(3).
(8) SECONDARY SCHOOL DEMONSTRATION PRO-
GRAM.—The term ‘‘secondary school demonstration
program’’ means a demonstration program described
in section 6(b)(2).
(9) YOUTH APPRENTICESHIP DEMONSTRATION
PROGRAM.—The term ‘‘youth apprenticeship dem-
onstration program’’ means a demonstration pro-
gram described in paragraph (2) or (3) of section
6(b).
SEC. 4. INSTITUTE FOR YOUTH APPRENTICESHIP.
(a) ESTABLISHMENT.—There is established an Insti-
tute for Youth Apprenticeship that shall administer the
programs established under this title. The Institute shall
be an independent establishment, as defined in section 104
of title 5, United States Code.
(b) COMPOSITION OF BOARD OF DIRECTORS.—The
Institute shall be administered by a Board of Directors.
The Board shall be composed of 21 members, including—
(1) a Chairperson, appointed by the President
with the advice and consent of the Senate;
(2) the Administrator of the Office of Work-
Based Learning of the Department of Labor;
(3) the Director of the Division of Vocational
and Technical Education of the Department of Edu-
cation; and
(4) 18 members, appointed by the President—
(A) who shall include—
(i) nine individuals from among indi-
viduals nominated by the Speaker of the
House of Representatives; and
(ii) nine individuals from among indi-
viduals nominated on the joint rec-
ommendation of the Majority Leader of
the Senate and the Minority Leader of the
Senate; and
(B) of whom—
(i)(I) six individuals shall be rep-
resentatives of the education community;
(II) six individuals shall be represent-
atives of labor and worker groups; and
(III) six individuals shall be represent-
atives of the business community; and
(ii) individuals within each of the
groups described in subclauses (I), (II),
and (III) of clause (i) shall represent the
national, State, and local community levels.
(c) TERM.—Each appointed member of the Board
shall be appointed for a term of 5 years.
(d) VACANCIES.—Vacancies in the membership of the
Board shall be filled in the same manner as the original
appointment. The vacancy shall not affect the power of
the remaining members to execute the duties of the Board.
(e) FEDERAL EMPLOYMENT.—
(1) MEMBERS.—Members of the Board ap-
pointed under subsection (b)(4) shall not be employ-
ees or officers under section 2104 or 2105 of title
5, United States Code.
(2) CHAIRPERSON.—The Chairperson of the
Board shall be an officer under section 2104 of title
5, United States Code.
(f) SUIT.—Members of the Board shall be immune
from suit and legal process relating to acts performed by
the members in their capacity, and within the scope of
their functions, as members of the Board.
(g) COMPENSATION AND REIMBURSEMENT OF EX-
PENSES.—
(1) UNCOMPENSATED
SERVICE.—Members of
the Board who are not employees of the Federal
Government shall not be compensated for the per-
formance of duties for the Board.
(2) TRAVEL EXPENSES.—Each member of the
Board shall receive travel expenses, including per
diem in lieu of subsistence, as authorized by section
5703 of title 5, United States Code, for persons em-
ployed intermittently in the Government service, for
each day the member is engaged in the performance
of duties away from the home or regular place of
business of the member.
(h) QUORUM.—A quorum shall consist of 14 mem-
bers of the Board, except that 9 members may conduct
a hearing.
(i) MEETINGS.—The Board shall meet at the call of
the Chairperson or a majority of the members of the
Board.
(j) EXECUTIVE DIRECTOR.—The Chairperson, in
consultation with the Board, shall appoint an Executive
Director for the Institute.
(k) STAFF.—
(1) APPOINTMENT AND COMPENSATION.—The
Executive Director of the Institute may appoint and
determine the compensation of such staff as the
Board determines to be necessary to carry out the
duties of the Institute.
(2) LIMITATIONS.—The rate of compensation
for each staff member appointed under paragraph
(1) shall not exceed the daily equivalent of the rate
for level V of the Executive Schedule under section
5316 of title 5, United States Code, for each day the
staff member is engaged in the performance of du-
ties for the Institute. The Executive Director of the
Institute may otherwise appoint and determine the
compensation of staff without regard to the provi-
sions of title 5, United States Code, that govern ap-
pointments in the competitive service, and the provi-
sions of chapter 51 and subchapter III of chapter 53
of title 5, United States Code, that relate to classi-
fication and General Schedule pay rates.
(l) EXPERTS
AND CONSULTANTS.—The Executive
Director of the Institute may obtain the services of experts
and consultants and compensate such experts and consult-
ants in accordance with section 3109(b) of title 5, United
States Code, as the Board determines to be necessary to
carry out the duties of the Institute.
(m) DETAIL OF FEDERAL EMPLOYEES.—On the re-
quest of the Board, the Secretary of Labor and the Sec-
retary of Education shall detail, without reimbursement,
any of the personnel of the Department of Labor and the
Department of Education to the Institute as the Board
determines to be necessary to carry out the duties of the
Institute. Any detail shall not interrupt or otherwise affect
the civil service status or privileges of the Federal em-
ployee.
(n) TECHNICAL ASSISTANCE.—On the request of the
Board, the Secretary of Labor, the Secretary of Edu-
cation, and the heads of other pertinent Federal agencies
shall provide, without reimbursement, such technical as-
sistance and administrative support services to the Insti-
tute as the Board determines to be necessary to carry out
the duties of the Institute.
(o) OBTAINING INFORMATION.—The Executive Di-
rector of the Institute may secure directly from any Fed-
eral agency information necessary to enable the Institute
to carry out the duties of the Institute, if the information
may be disclosed under section 552 of title 5, United
States Code. Subject to the previous sentence, on the re-
quest of the Executive Director of the Institute, the head
of the agency shall furnish the information to the Insti-
tute.
(p) GIFTS AND PRIVATE CONTRIBUTIONS.—The Ex-
ecutive Director of the Institute may accept on behalf of
the Institute gifts or contributions from private sources
for the benefit of the Institute or to carry out any of the
functions of the Institute. No gift or contribution shall be
accepted if the gift or contribution is conditioned on any
expenditure of funds by the Institute.
(q) VOLUNTARY SERVICE.—Notwithstanding section
1342 of title 31, the Chairperson of the Board may accept
for the Board voluntary services provided by a member
of the Board.
SEC. 5. ESTABLISHMENT OF YOUTH APPRENTICESHIP DEM-
ONSTRATION PROGRAMS.
After consultation with the Board, the Chairperson
of the Board shall establish guidelines, criteria, and proce-
contract with an eligible partnership to estab-
lish at least one demonstration program that
shall train disadvantaged youth.
(3) POSTSECONDARY SCHOOL DEMONSTRATION
PROGRAMS.—The Board may enter into contracts
with two eligible partnerships to establish dem-
onstration programs that solely involve students at
the postsecondary school level.
(4) AWARDS.—The Board shall enter into con-
tracts under this section on a majority vote of the
Board.
(c) APPLICATION.—To be eligible to enter into a con-
tract under this section, a partnership shall submit an ap-
plication to the Executive Director of the Institute at such
time, in such manner, and containing such information as
the Executive Director may require. At a minimum, the
application shall include—
(1) a description of the youth apprenticeship
demonstration program proposed to be conducted by
the partnership, including sufficient information to
enable the Executive Director to determine whether
the proposal of the partnership is consistent with the
criteria and procedures specified in section 5;
(2) an assessment of the future work force
needs of each area in which a youth apprenticeship
demonstration program will be established and the
manner in which the program will help provide
skilled workers to meet the needs;
(3) a description of the activities to be offered
through the youth apprenticeship demonstration pro-
gram to students in the seventh grade or older;
(4) a description of the manner in which each
school, employer, or other representative of a part-
nership shall participate in the partnership;
(5) a description of the manner in which the
program will be administered by schools participat-
ing in the youth apprenticeship demonstration pro-
gram, including the support and counseling staff
available to students pursuing apprenticeships,
which staff at a minimum shall include one full-time
vocational counselor;
(6) a description of the manner in which in-
service training for teachers will be provided and the
manner in which such training will—
(A) be designed to train teachers to effec-
tively implement apprenticeship training curric-
ula;
(B) provide for joint training for all the
teachers in the partnership; and
(C) provide for the training in weekend,
evening, and summer sessions, institutes, or
workshops;
(7) a description of the manner in which train-
ing programs will be provided for counselors and the
manner in which such training will be designed to
enable counselors to more effectively—
(A) recruit students for apprenticeship
training programs;
(B) ensure that such students successfully
complete high school and the apprenticeship
training program; and
(C) assist such students in finding appro-
priate employment;
(8) a description of courses to be offered to stu-
dents considering or participating in the apprentice-
ship program;
(9) a description of the work processes to which
apprentices will be exposed;
(10) a description of the manner in which ap-
prentices shall be selected;
(11) a description of the academic and technical
skill levels to be achieved by apprentices on comple-
tion of the program;
(12) a description of the apprenticeship wage
and employee benefits offered;
(13) an estimate of the amount of time to be
spent by apprentices at the workplace during the
school day;
(14) a plan for monitoring and evaluating ap-
prentices and the youth apprenticeship demonstra-
tion program within each partnership; and
(15) an assurance that the partnership will
comply with the matching requirement specified in
subsection (d).
(d) MATCHING REQUIREMENT.—
(1) FEDERAL SHARE.—The Federal share of
the costs of developing and evaluating youth appren-
ticeship demonstration programs shall be not more
than 50 percent.
(2) NON-FEDERAL
SHARE.—The non-Federal
share of the costs may be in cash or in kind, fairly
evaluated, including plant, equipment, and services.
Amounts provided by the Federal Government, or
services assisted or subsidized to any significant ex-
tent by the Federal Government, may not be in-
cluded in determining the amount of such non-Fed-
eral share.
SEC. 7. YOUTH APPRENTICESHIP DEMONSTRATION PRO-
GRAM REQUIREMENTS.
(a) RESPONSIBILITIES.—Each partnership that par-
ticipates in a youth apprenticeship demonstration program
shall be responsible for—
(1) program and curriculum development;
(2) coordination and quality assurances; and
(3) provision of information to the Institute for
the assessment and evaluation of apprentices and
training programs.
(b) SECONDARY SCHOOL DEMONSTRATION PRO-
GRAMS.—
(1) IN GENERAL.—The partnerships participat-
ing in secondary school demonstration programs
shall provide apprenticeship training to students as
appropriate for the grade level of the students.
(2) SEVENTH
THROUGH
TENTH
GRADE
STU-
DENTS.—The partnerships shall provide students in
the seventh through tenth grades with an oppor-
tunity to learn about possible occupations through
school courses, site visits, job sampling, and em-
ployer visits to schools. The partnerships shall also
provide information about the youth apprenticeship
demonstration program to the parents of students in
the seventh through tenth grades.