I
105TH CONGRESS
1ST SESSION
H. R. 1803
To assist States and secondary and postsecondary schools to develop, imple-
ment, and improve career preparation education so that every student
has an opportunity to acquire academic and technical knowledge and
skills needed for postsecondary education, further learning, and a wide
range of opportunities in high-skill, high-wage careers, and for other
purposes.
IN THE HOUSE OF REPRESENTATIVES
JUNE 5, 1997
Mr. CLAY (for himself and Mr. MARTINEZ) (both by request), introduced the
following bill; which was referred to the Committee on Education and the
Workforce
A BILL
To assist States and secondary and postsecondary schools
to develop, implement, and improve career preparation
education so that every student has an opportunity to
acquire academic and technical knowledge and skills
needed for postsecondary education, further learning, and
a wide range of opportunities in high-skill, high-wage
careers, and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
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SHORT TITLE
SECTION 1. This Act may be cited as the ‘‘Career
Preparation Education Reform Act of 1997’’.
TITLE I—AMENDMENTS TO THE CARL D. PER-
KINS VOCATIONAL AND APPLIED TECH-
NOLOGY EDUCATION ACT
AMENDMENT TO THE ACT
SEC. 101. The Carl D. Perkins Vocational and Ap-
plied Technology Education Act (20 U.S.C. 2301 et seq.;
hereinafter referred to as ‘‘the Act’’) is amended in its
entirety to read as follows:
‘‘SHORT TITLE; TABLE OF CONTENTS
‘‘SECTION 1. (a) SHORT TITLE.—This Act may be
cited as the ‘Carl D. Perkins Career Preparation Edu-
cation Act’.
‘‘(b) TABLE OF CONTENTS.—The table of contents
for this Act is as follows:
‘‘TABLE OF CONTENTS
‘‘Sec. 1. Short title; table of contents.
‘‘Sec. 2. Declaration of policy, findings, and purpose.
‘‘Sec. 3. Authorization of appropriations.
‘‘TITLE I—PREPARING STUDENTS FOR CAREERS
‘‘PART A—CAREER PREPARATION EDUCATION
‘‘Sec. 101. Career Preparation Education; Priorities.
‘‘Sec. 102. State leadership activities.
‘‘Sec. 103. State plans.
‘‘Sec. 104. Local activities.
‘‘Sec. 105. Local applications.
‘‘Sec. 106. Performance goals and indicators.
‘‘Sec. 107. Evaluation, improvement, and accountability.
‘‘Sec. 108. Allotments.
‘‘Sec. 109. Within-State allocation and distribution of funds.
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‘‘PART B—TECH-PREP EDUCATION
‘‘Sec. 111. Program elements.
‘‘Sec. 112. State leadership activities.
‘‘Sec. 113. Local activities.
‘‘Sec. 114. Local applications.
‘‘Sec. 115. Evaluation, improvement, and accountability.
‘‘Sec. 116. Allotment and distribution.
‘‘TITLE II—NATIONAL SUPPORT FOR STATE AND LOCAL
REFORMS
‘‘Sec. 201. Awards for excellence.
‘‘Sec. 202. National activities.
‘‘Sec. 203. National assessment.
‘‘Sec. 204. National research center.
‘‘Sec. 205. Data systems.
‘‘Sec. 206. National Occupational Information Coordinating Committee.
‘‘Sec. 207. Career preparation education for Indians and Native Hawaiians.
‘‘TITLE III—GENERAL PROVISIONS
‘‘Sec. 301. Waivers.
‘‘Sec. 302. Effect of Federal payments.
‘‘Sec. 303. Maintenance of effort.
‘‘Sec. 304. Identification of State-imposed requirements.
‘‘Sec. 305. Out-of-State relocations.
‘‘Sec. 306. Entitlement.
‘‘Sec. 307. Definitions.
‘‘DECLARATION OF POLICY, FINDINGS, AND PURPOSE
‘‘SEC. 2. (a) DECLARATION OF POLICY.—The Con-
gress declares it to be the policy of the United States that,
in order to meet new economic challenges brought about
by technology, increasing international economic competi-
tion, and changes in production technologies and the orga-
nization of work, the Nation must enable every student
to obtain the academic, technical, and other skills needed
to prepare for, and make a transition to, postsecondary
education, further learning, and a wide range of opportu-
nities in high-skill, high-wage careers.
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‘‘(b) DECLARATION
OF FINDINGS.—The Congress
finds that—
‘‘(1) in order to be successful workers, citizens,
and learners in the 21st century, individuals will
need a combination of strong basic and advanced
academic skills; computer and other technical skills;
theoretical knowledge; communications, problem-
solving, and teamwork skills; and the ability to ac-
quire additional knowledge and skills throughout a
lifetime;
‘‘(2) students in the United States can achieve
challenging academic and technical skills, and may
learn better and retain more, when they learn in
context, learn by doing, and have an opportunity to
learn and understand how academic and technical
skills are used outside the classroom;
‘‘(3) a majority of high school graduates in the
United States do not complete a rigorous course of
study that prepares them for completing a two-year
or four-year college degree or for entering high-skill,
high-wage careers; adult students are an increasingly
diverse group and often enter postsecondary edu-
cation unprepared for academic and technical work;
and certain individuals (including students who are
members of special populations) often face great
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challenges in acquiring the knowledge and skills
needed for successful employment;
‘‘(4) education reform efforts at the secondary
level are creating new American high schools that
are committed to high academic standards for all
students, and that ensure that all students have the
academic and technical skills needed to pursue post-
secondary education, provide students with opportu-
nities to explore careers, use technology to enhance
learning, and create safe, supportive learning envi-
ronments;
‘‘(5) community colleges are offering adults a
gateway to higher education, access to quality occu-
pational certificates and degrees that increase their
skills and earnings, and continuing education oppor-
tunities necessary for professional growth by ensur-
ing that the academic and technical skills gained by
students adequately prepare them for the workforce,
by enhancing connections with employers, and by ob-
taining sufficient resources so that students have ac-
cess to state-of-the-art programs, equipment, and
support services;
‘‘(6) State initiatives to develop challenging
State academic standards for all students are help-
ing to establish a new framework for education re-
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form, and States developing school-to-work oppor-
tunity systems are helping to create opportunities
for all students to participate in school-based, work-
based, and connecting activities leading to post-
secondary education, further learning, and first jobs
in high-skill, high-wage careers;
‘‘(7) local, State, and national programs sup-
ported under the Carl D. Perkins Vocational and
Applied Technology Education Act have assisted
many students in obtaining technical and academic
skills and employment, and technical preparation
(tech-prep) education has promoted the integration
of academic and vocational education, reinforced and
stimulated improvements in classroom instruction,
and forged strong secondary-postsecondary connec-
tions that serve as a catalyst for the reform of voca-
tional education and the development of school-to-
work systems;
‘‘(8) career preparation education increases its
effectiveness and better enables every student to
achieve to challenging academic standards and in-
dustry-recognized skill standards to prosper in a
highly competitive, technological economy when it is
aligned with broader State and local education re-
forms and with challenging standards reflecting the
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needs of employers and the demands of high-skill,
high-wage careers, and has the active involvement of
employers, parents, and labor and community orga-
nizations in planning, developing, and implementing
services and activities;
‘‘(9) while current law has promoted important
reforms in vocational education, it contains numer-
ous set-asides and special programs and require-
ments that may inhibit further reforms as well as
the proper implementation of performance manage-
ment systems needed to ensure accountability for re-
sults;
‘‘(10) the Federal Government can—through a
performance partnership with States and localities
based on clear programmatic goals, increased State
and local flexibility, improved accountability, and
performance goals, indicators, and incentives—pro-
vide to States and localities financial assistance for
the improvement and expansion of career prepara-
tion education in all States, as well as for services
and activities that ensure that every student, includ-
ing those with special needs, has the opportunity to
achieve the academic and technical skills needed to
prepare for postsecondary education, further learn-
ing, and a wide range of careers; and
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‘‘(11) the Federal Government can also assist
States and localities by carrying out nationally sig-
nificant research, program development, demonstra-
tion, dissemination, evaluation, capacity-building,
data collection, professional development, and tech-
nical assistance activities that support State and
local efforts to implement successfully programs,
services, and activities that are funded under this
Act, as well as those supported with their own re-
sources.
‘‘(c) DECLARATION OF PURPOSE.—The purpose of
this Act is to assist all students, through a performance
partnership with States and localities, to acquire the
knowledge and skills they need to meet challenging State
academic standards and industry-recognized skill stand-
ards, and to prepare for postsecondary education, further
learning, and a wide range of opportunities in high-skill,
high-wage careers. This purpose shall be pursued through
support for State and local efforts that—
‘‘(1) build on the efforts of States and localities
to develop and implement education reforms based
on challenging academic standards;
‘‘(2) integrate reforms of vocational education
with State reforms of academic preparation in
schools;
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‘‘(3) promote, in particular, the development of
services and activities that integrate academic and
occupational instruction, link secondary and post-
secondary education, and promote school-based and
work-based learning and connecting activities;
‘‘(4) increase State and local flexibility in pro-
viding services and activities designed to develop, im-
plement, and improve career preparation education,
including tech-prep education, and in integrating
these services and activities with services and activi-
ties supported with other Federal, State, and local
education and training funds in exchange for clear
accountability for results;
‘‘(5) provide every student, including those who
are members of special populations, with the oppor-
tunity to participate in the full range of career prep-
aration education programs, services, and activities;
‘‘(6) integrate career guidance and counseling
into the educational processes, so that students are
well prepared to make informed education and ca-
reer decisions, find employment, and lead productive
lives; and
‘‘(7) benefit from national research, program
development, demonstration, dissemination, evalua-
tion, capacity-building, data collection, professional
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development, and technical assistance activities sup-
porting the development, implementation, and im-
provement of career preparation education pro-
grams, services, and activities.
‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 3. (a) PREPARING
STUDENTS
FOR
CA-
REERS.—(1) There are authorized to be appropriated to
carry out part A of title I, relating to career preparation
education, $1,064,047,000 for the fiscal year 1998 and
such sums as may be necessary for each of the fiscal years
1999 through 2002.
‘‘(2) There are authorized to be appropriated to carry
out part B of title I, relating to technical preparation edu-
cation, $105,000,000 for the fiscal year 1998 and such
sums as may be necessary for each of the fiscal years 1999
through 2002.
‘‘(b) NATIONAL SUPPORT FOR STATE AND LOCAL
REFORMS.—From the amount appropriated for any fiscal
year under subsection (a) the Secretary shall reserve—
‘‘(1) not more than 7 percent to carry out title
II (except section 207, relating to career preparation
education for Indians and Native Hawaiians), of
which not more than 2 percent of the amount appro-
priated under subsection (a) for any fiscal year after
the fiscal year 2000 shall be available to carry out
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activities under section 201, relating to awards for
excellence; and
‘‘(2) 1.75 percent to carry out activities under
sections 207(b) and 207(c), relating to career prepa-
ration education for Indians, and section 207(d), re-
lating to career preparation education for Native
Hawaiians.
‘‘TITLE I—PREPARING STUDENTS FOR
CAREERS
‘‘PART A—CAREER PREPARATION EDUCATION
‘‘CAREER PREPARATION EDUCATION; PRIORITIES
‘‘SEC. 101. (a) CAREER
PREPARATION
EDU-
CATION.—(1) In order to enable every student to obtain
the academic, technical, and other knowledge and skills
that are needed to make a successful transition to post-
secondary education and a wide range of careers and fur-
ther learning, as well as support, to the maximum extent
possible, the integration of vocational education with
broader educational reforms underway in States and sec-
ondary and postsecondary schools, funds under this part
shall be used to support career preparation education pro-
grams, services, and activities.
‘‘(2) As used in this Act, career preparation edu-
cation programs, services, and activities means those
that—
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‘‘(A) support the development, implementation,
or improvement of State School-to-Work systems, as
set forth in title I of the School-to-Work Opportuni-
ties Act of 1994; or
‘‘(B) otherwise prepare students for employ-
ment and further learning in technical fields.
‘‘(b) PRIORITIES.—In using funds under this part,
States and local recipients, as described in section 105(a),
shall give priority to services and activities designed to—
‘‘(1) ensure that every student, including those
who are members of special populations, has the op-
portunity to achieve a combination of strong basic
and advanced academic skills, computer and other
technical skills, theoretical knowledge, communica-
tions, problem-solving, and other skills needed to
meet challenging State academic standards and in-
dustry-recognized skill standards;
‘‘(2) promote the integration of academic and
vocational education;
‘‘(3) support the development and implementa-
tion of courses of study in broad occupational clus-
ters or industry sectors;
‘‘(4) effectively link secondary and postsecond-
ary education;
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‘‘(5) provide students, to the extent possible,
with strong experience in, and understanding of, all
aspects of an industry;
‘‘(6) provide students with work-related experi-
ences, such as internships, work-based learning,
school-based enterprises, entrepreneurship, and job-
shadowing that link to classroom learning;
‘‘(7) provide schoolsite and worksite mentoring;
‘‘(8) provide instruction in general workplace
competencies and instruction needed for students to
earn a skill certificate;
‘‘(9) provide career guidance and counseling for
students, including the provision of career aware-
ness, exploration, and planning services, and finan-
cial aid information to students and their parents;
‘‘(10) ensure continuing parent and employer
involvement in program design and implementation;
and
‘‘(11) provide needed support services, such as
mentoring, opportunities to participate in student
organizations, tutoring, the modification of curricu-
lum, classrooms, and equipment, transportation, and
child care.
‘‘STATE LEADERSHIP ACTIVITIES
‘‘SEC. 102. (a) RESPONSIBLE AGENCY OR AGEN-
CIES.—Any State desiring to receive a grant under this
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part, as well as a grant under part B, shall, consistent
with State law, designate an educational agency or agen-
cies that shall be responsible for the administration of
services and activities under this Act, including—
‘‘(1) the development, submission, and imple-
mentation of the State plan;
‘‘(2) the efficient and effective performance of
the State’s duties under this Act; and
‘‘(3) consultation with other appropriate agen-
cies, groups, and individuals that are involved in the
development and implementation of services and ac-
tivities assisted under this Act such as employers,
industry, parents, students, teachers, labor organiza-
tions, community-based organizations, State and
local elected officials, and local program administra-
tors, including the State agencies responsible for ac-
tivities under the State’s implementation grant
under the School-to-Work Opportunities Act of
1994.
‘‘(b) IN GENERAL.—Each State that receives a grant
under this part shall, from amounts reserved for State
leadership activities under section 109(c), conduct pro-
grams, services, and activities that further the develop-
ment, implementation, and improvement of career prepa-
ration education within the State and that are integrated,
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to the maximum extent possible, with broader education
reforms underway in the State, including such activities
as—
‘‘(1) providing comprehensive professional de-
velopment (including initial teacher preparation) for
vocational, academic, career guidance, and adminis-
trative personnel that—
‘‘(A) will help such teachers and personnel
to meet the goals established by the State
under section 106; and
‘‘(B) reflects the State’s assessment of its
needs for professional development, as deter-
mined under section 2205(b)(2)(C) the Elemen-
tary and Secondary Education Act of 1965, and
is integrated with the professional development
activities that the State carries out under title
II of that Act;
‘‘(2) developing and disseminating curricula
that are aligned, as appropriate, with challenging
State academic standards and industry-recognized
skill standards;
‘‘(3) monitoring and evaluating the quality of,
and improvement in, services and activities con-
ducted with assistance under this Act;
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‘‘(4) promoting equity in secondary and post-
secondary education and, to the maximum extent
possible, ensuring opportunities for all students, in-
cluding students who are members of special popu-
lations, to participate in education activities that are
free from sexual and other harassment and that lead
to high-skill, high-wage careers;
‘‘(5) supporting tech-prep education activities,
including, as appropriate, activities described under
part B of this title;
‘‘(6) improving and expanding career guidance
and counseling programs that assist students to
make informed education and career decisions;
‘‘(7) improving and expanding the use of tech-
nology in instruction;
‘‘(8) supporting partnerships of local edu-
cational agencies, institutions of higher education,
and, as appropriate, other entities, such as employ-
ers, labor organizations, parents, community-based
organizations, and local workforce boards for ena-
bling all students, including students who are mem-
bers of special populations, to achieve to challenging
State academic standards and industry-recognized
skill standards;
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‘‘(9) promoting the dissemination and use of oc-
cupational information and one-stop career center
resources;
‘‘(10) providing financial incentives or awards
to one or more local recipients in recognition of ex-
emplary quality or innovation in education services
and activities, or exemplary services and activities
for students who are members of special populations,
as determined by the State through a peer review
process, using performance goals and indicators de-
scribed in section 106 and any other appropriate cri-
teria;
‘‘(11) supporting vocational student organiza-
tions, especially with respect to efforts to increase
the participation of students who are members of
special populations in such organizations;
‘‘(12) developing career preparation education
curricula that provide students with understanding
in all aspects of the industry; and
‘‘(13) serving individuals in State institutions,
such as State correctional institutions and institu-
tions that serve individuals with disabilities.
‘‘(c) SPECIAL POPULATIONS.—Any State that re-
ceives a grant under this part shall—
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‘‘(1) work to eliminate bias and stereotyping in
education at the secondary and postsecondary levels;
‘‘(2) disseminate data on the effectiveness of
career preparation education programs, services, and
activities in the State in meeting the educational and
employment needs of women and students who are
members of special populations;
‘‘(3) review proposed actions on applications,
grants, contracts, and policies of the State to help
to ensure that the needs of women and students who
are members of special populations are addressed in
the administration of this part;
‘‘(4) recommend outreach and other activities
that inform women and students who are members
of special populations about their education and em-
ployment opportunities; and
‘‘(5) advise local educational agencies, post-
secondary educational institutions, and other inter-
ested parties in the State on expanding career prep-
aration opportunities for women and students who
are members of special populations and ensuring
that the needs of men and women in training for
nontraditional jobs are met.
‘‘(d) STATE REPORT.—(1) The State shall annually
report to the Secretary on the quality and effectiveness
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of the programs, services, and activities, provided through
its grant under this part, as well as its grant under part
B, based on the performance goals and indicators and the
expected level of performance included in its State plan
under section 103(e)(2)(B).
‘‘(2) The State report shall also—
‘‘(A) include such information, and in such
form, as the Secretary may reasonably require, in
order to ensure the collection of uniform data; and
‘‘(B) be made available to the public.
‘‘STATE PLANS
‘‘SEC. 103. (a) IN GENERAL.—Any State desiring to
receive a grant under this part, as well as a grant under
part B, for any fiscal year shall submit to, or have on
file with, the Secretary a five year State plan in accord-
ance with this section. The agency or agencies designated
under section 102(a) may submit its State plan as part
of a comprehensive plan that may include State plan provi-
sions under the Goals 2000: Educate America Act, the
School-to-Work Opportunities Act of 1994, and section
14302 of the Elementary and Secondary Education Act
of 1965. Any State that receives an implementation grant
under subpart B of title II of the School-to-Work Opportu-
nities Act of 1994 shall make the plan that it submits
or files under this section consistent with the approved
plan for which it received its implementation grant.
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high-wage, high-skill careers during the period of the
plan; and
‘‘(B) the capacity of programs, services, and ac-
tivities to meet those needs, taking into account the
priorities under section 101(b) and the State’s per-
formance goals under section 106(a).
‘‘(2) The assessment shall also include—
‘‘(A) an analysis of the State’s performance on
its State and local standards and measures under
Section 115 of the Carl D. Perkins Vocational and
Applied Technology Education Act of 1990; and
‘‘(B) an identification of any provisions of the
State plan that have been included based on that
analysis.
‘‘(e) CONTENTS.—(1) A State plan under subsection
(a) shall describe how the State will use funds under this
part to—
‘‘(A) improve student achievement of academic,
technical, and other knowledge and skills and ad-
dress the priorities described in section 101(b);
‘‘(B) help ensure that every student, including
those who are members of special populations, has
the opportunity to achieve to challenging State aca-
demic standards and industry-recognized skill stand-
ards and to be prepared for postsecondary edu-
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cation, further learning, and high-skill, high-wage
careers;
‘‘(C) further the State’s education reform ef-
forts and school-to-work opportunities system; and
‘‘(D) carry out State leadership activities under
section 102.
‘‘(2) A State plan under subsection (a) shall also—
‘‘(A) describe how the State will integrate its
services and activities under this title with the broad
education reforms in the State and with relevant em-
ployment, training, technology, and welfare pro-
grams carried out in the State;
‘‘(B) include a statement, expressed in terms of
the performance indicators published by the Sec-
retary under section 106(b), and any other perform-
ance indicators the State may choose, of the State’s
performance goals established under section 106(a)
and the level of performance the State expects to
achieve in progressing toward its performance goals
during the life of the State plan;
‘‘(C) describe how the State will ensure that the
data reported to it from its local recipients under
this Act and the data it reports to the Secretary are
complete, accurate, and reliable;
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‘‘(D) describe how the State will provide incen-
tives or rewards for exemplary programs, services, or
activities under this Act, if the State elects to imple-
ment the authority under section 102(b)(10);
‘‘(E) describe how funds will be allocated and
used at the secondary and postsecondary level, the
consortia that will be formed among secondary and
postsecondary schools and institutions, and how
funds will be allocated to such consortia; and
‘‘(F) be made available to the public.
‘‘(f) ASSURANCES.—A State plan under subsection
(a) shall contain assurances that the State will—
‘‘(1) comply with the requirements of this Act
and the provisions of the State plan; and
‘‘(2) provide for the fiscal control and fund ac-
counting procedures that may be necessary to ensure
the proper disbursement of, and accounting for,
funds paid to the State under this Act.
‘‘(g) REVISIONS.—When changes in conditions or
other factors require substantial revision to an approved
State plan under subsection (a), the State shall submit
revisions to the State plan to the Secretary after the State
plan revisions have been approved by the agencies respon-
sible for approving the plan under subsection (b).
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‘‘LOCAL ACTIVITIES
‘‘SEC. 104. (a) GENERAL REQUIREMENTS.—Each re-
cipient of a subgrant under this part shall—
‘‘(1) conduct career preparation education pro-
grams, services and activities that further student
achievement of academic, technical, and other knowl-
edge and skills;
‘‘(2) provide services and activities that are of
sufficient size, scope, and quality to be effective;
‘‘(3) give priority under this part to assisting
schools or campuses that serve the highest numbers
or percentages of students who are members of spe-
cial populations; and
‘‘(4) promote equity in career preparation edu-
cation and, to the maximum extent possible, ensure
opportunities for every student, including those who
are members of special populations, to participate in
education activities that are free from sexual and
other harassment and that lead to high-skill, high-
wage careers.
‘‘(b) AUTHORIZED ACTIVITIES.—Each recipient of a
subgrant under this part may use funds to—
‘‘(1) provide programs, services, and activities
that promote the priorities described in section
101(b), such as—
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‘‘(A) developing curricula and assessments
that are aligned, as appropriate, with challeng-
ing State academic standards, as well as indus-
try-recognized skill standards, and that inte-
grate academic and vocational instruction,
school-based and work-based instruction and
connecting activities, and secondary and post-
secondary level instruction;
‘‘(B) acquiring and adapting equipment,
including instructional aids;
‘‘(C) providing professional development
activities, including such activities for teachers,
mentors, counselors, and administrators, and
board members;
‘‘(D) providing services, directly or through
community-based or other organizations, that
are needed to meet the needs of students who
are members of special populations, such as
mentoring, opportunities to participate in stu-
dent organizations, tutoring, curriculum modi-
fication, equipment modification, classroom
modification, supportive personnel, instructional
aids and devices, guidance, career information,
English language instruction, transportation,
and child care;
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‘‘(E) supporting tech-prep education serv-
ices and activities, career academies, and public
charter, pilot, or magnet schools that have a ca-
reer focus;
‘‘(F) carrying out activities that ensure ac-
tive and continued involvement of employers,
parents, local workforce boards, and labor orga-
nizations in the development, implementation,
and improvement of a career preparation edu-
cation in the State, such as support for local
school-to-work partnerships and intermediary
organizations that support activities that link
school and work;
‘‘(G) assisting in the reform of secondary
schools, including schoolwide reforms and
schoolwide programs authorized under section
1114 of the Elementary and Secondary Edu-
cation Act of 1965;
‘‘(H) supporting vocational student organi-
zations, especially with respect to efforts to in-
crease the participation of students who are
members of special populations in such organi-
zations;
‘‘(I) providing assistance to students who
have participated in services and activities
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under this Act in finding an appropriate job
and continuing their education and training;
and
‘‘(J) developing and implementing per-
formance management systems and evaluations;
and
‘‘(2) carry out other services and activities that
meet the purposes of this Act.
‘‘(c) EQUIPMENT.—Equipment acquired or adapted
with funds under this part may be used for other instruc-
tional purposes when not being used to carry out this part
if such acquisition or adaptation is reasonable and nec-
essary for providing services or activities under this part
and such other use is incidental to, does not interfere with,
and does not add to the cost of, the use of such equipment
under this part.
‘‘LOCAL APPLICATIONS
‘‘SEC. 105. (a) ELIGIBILITY.—Schools and other in-
stitutions or agencies eligible to apply, individually or as
consortia, to a State for a subgrant under this part are—
‘‘(1) local educational agencies;
‘‘(2) area vocational education schools;
‘‘(3) intermediate educational agencies;
‘‘(4) institutions of higher education; and
‘‘(5) postsecondary educational institutions con-
trolled by the Bureau of Indian Affairs or operated
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by, or on behalf of; any Indian tribe that is eligible
to contract with the Secretary of the Interior for the
administration of programs under the Indian Self-
Determination Act or the Act of April 16, 1934.
‘‘(b) APPLICATION REQUIREMENTS.—Any applicant
that is eligible under subsection (a) and that desires to
receive a subgrant under this part shall, according to re-
quirements established by the State, submit an application
to the agency or agencies designated under section 102(a).
In addition to including such information as the State may
require and identifying the results the applicant seeks to
achieve, each application shall also describe how the appli-
cant will use funds under this part to—
‘‘(1) develop, improve, or implement career
preparation education programs, services, or activi-
ties in secondary schools and postsecondary institu-
tions and address the priorities described in section
101(b), in accordance with section 103;
‘‘(2) evaluate progress toward the results it
seeks to achieve, consistent with the performance
goals and indicators established under section 106;
‘‘(3) coordinate its services and activities with
related services and activities offered by community-
based organizations, employers, and labor organiza-
tions, and, to the extent possible, integrate its serv-
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ices and activities under this title with broad edu-
cational reforms in the State and with relevant em-
ployment, training, and welfare programs carried
out in the State; and
‘‘(4) consult with students, their parents, em-
ployers, and other interested individuals or groups
(including labor organizations and organizations rep-
resenting special populations), in developing their
services and activities.
‘‘PERFORMANCE GOALS AND INDICATORS
‘‘SEC. 106. (a) PERFORMANCE GOALS.—(1) Any
State desiring to receive a grant under this part, as well
as under part B, in consultation with employers, parents,
labor organizations, and other individuals, agencies, and
organizations in the State that have an interest in edu-
cation and training, shall—
‘‘(A) establish performance goals to define the
level of performance to be achieved by students
served under this title and to evaluate the quality
and effectiveness of programs, services, and activi-
ties under this title; and
‘‘(B) express such goals in an objective, quan-
tifiable, and measurable form.
‘‘(2) Any State may also use amounts it receives for
State leadership activities under section 109(c) to evaluate
its entire career preparation education program in second-
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ary and postsecondary schools and to carry out activities
under paragraph (1).
‘‘(b) PERFORMANCE INDICATORS.—(1) After con-
sultation with the Secretary of Labor, States, local edu-
cational agencies, institutions of higher education, rep-
resentatives of business and industry, and other interested
parties, the Secretary shall publish in the Federal Register
performance indicators (including the definition of rel-
evant terms and appropriate data collection methodolo-
gies) described in paragraph (2) that State and local re-
cipients shall use in measuring or assessing progress to-
ward achieving the State’s performance goals under sub-
section (a).
‘‘(2) The Secretary shall publish performance indica-
tors for programs, services, and activities under this Act
in the following areas:
‘‘(A) achievement to challenging State academic
standards, such as those established under Goals
2000: Educate America Act, and industry-recognized
skill standards;
‘‘(B) receipt of a high school diploma, skill cer-
tificate, and postsecondary certificate or degree;
‘‘(C) job placement, retention, and earnings,
particularly in the student’s field of study; and
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‘‘(D) such other indicators as the Secretary de-
termines.
‘‘(c) TRANSITION.—A State shall use the perform-
ance goals and indicators established under subsections
(a) and (b) not later than July 1, 1999. In order to pro-
vide a transition for State evaluation activities, each State
receiving funds under this title shall use the system of
standards and measures the State developed under section
115 of the Carl D. Perkins Vocational and Applied Tech-
nology Education Act as in effect prior to the enactment
of this Act during the period that the State is establishing
performance goals under subsection (a).
‘‘(d) TECHNICAL ASSISTANCE.—The Secretary shall
provide technical assistance to the States regarding the
development of the State’s performance goals under sub-
section (a), as well as use of uniform national performance
data. The Secretary may use funds appropriated for title
II to provide technical assistance under this section.
‘‘EVALUATION, IMPROVEMENT AND ACCOUNTABILITY
‘‘SEC. 107. (a) LOCAL EVALUATION.—(1) Each re-
cipient of a subgrant under this part shall—
‘‘(A) annually evaluate, using the performance
goals and indicators described in section 106, and
report to the State regarding its use of funds under
this part to develop, implement, or improve its ca-
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reer preparation education program, services, and
activities; and
‘‘(B) biennially evaluate, and report to the
State regarding the effectiveness of its programs,
services, and activities under this part in achieving
the priorities described in section 101(b), including
the participation, progress, and outcomes of students
who are members of special populations.
‘‘(2) Such recipient may evaluate portions of its en-
tire career preparation education program, including por-
tions that are not supported under this part. If such recip-
ient does so, it need not evaluate separately that portion
of its entire career preparation education program sup-
ported with funds under this part.
‘‘(b) IMPROVEMENT ACTIVITIES.—If a State deter-
mines, based on the local evaluation conducted under sub-
section (a) and applicable performance goals and indica-
tors established under section 106, that a recipient of a
subgrant under this part is not making substantial
progress in achieving the purpose of this Act in accordance
with the priorities described in section 101(b), the State
shall work jointly with the recipient to develop a plan, in
consultation with teachers, counselors, parents, students,
employers, and labor organizations, for improvement for
succeeding school years. If, after not more than 2 years
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of implementation of the improvement plan, the State de-
termines that the local recipient is not making sufficient
progress, the State shall take whatever corrective action
it deems necessary, consistent with State law. The State
shall take corrective action only after it has provided tech-
nical assistance to the recipient and shall ensure that any
corrective action it takes allows for continued career prep-
aration education services and activities for the recipient’s
students.
‘‘(c) TECHNICAL ASSISTANCE.—If the Secretary de-
termines that the State is not properly implementing its
responsibilities under subsection (b), or is not making sub-
stantial progress in meeting the purpose of this Act or
carrying out services and activities under this part that
are in accord with the priorities described in section
101(b), based on the performance goals and indicators and
expected level of performance included in its State plan
under section 103(e)(2)(B), the Secretary shall work with
the State to implement improvement activities.
‘‘(d) WITHHOLDING OF FEDERAL FUNDS.—If, after
a reasonable time, but not earlier than one year after im-
plementation of the improvement activities described in
subsection (c), the Secretary determines that the State is
not making sufficient progress, based on the performance
goals and indicators and expected level of performance in-
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cluded in its State plan under section 103(e)(2)(B), the
Secretary shall, after notice and opportunity for a hearing,
withhold from the State all, or a portion, of the State’s
allotment under this part. The Secretary may use funds
withheld under the preceding sentence to provide, through
alternative arrangements, services and activities within the
State that meet the purpose of this Act and are in accord
with the priorities described in section 101(b).
‘‘ALLOTMENTS
‘‘SEC. 108. (a) ALLOTMENT TO STATES FOR CAREER
PREPARATION EDUCATION.—Subject to subsection (b),
from the remainder of the sums available for this part,
the Secretary shall allot to each State for each fiscal
year—
‘‘(1) an amount that bears the same ratio to 50
percent of the sum being allotted as the product of
the population aged 15 to 19, inclusive, in the State
in the fiscal year preceding the fiscal year for which
the determination is made and the State’s allotment
ratio bears to the sum of the corresponding products
for all the States; and
‘‘(2) an amount that bears the same ratio to 50
percent of the sum being allotted as the product of
the population aged 20 to 24, inclusive, in the State
in the fiscal year preceding the fiscal year for which
the determination is made and the State’s allotment
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ratio bears to the sum of the corresponding products
for all the States.
‘‘(b) HOLD-HARMLESS
AMOUNTS.—(1) Notwith-
standing any other provision of law and subject to para-
graph (2), for fiscal year 1998 no State shall receive an
allotment for services and activities authorized under this
part that is less than 90 percent of the sum of the pay-
ments made to the State for fiscal year 1997 for programs
authorized by title II of the Carl D. Perkins Vocational
and Applied Technology Education Act, and for fiscal
years 1998 through 2002 no State shall receive for serv-
ices and activities authorized under this part an allotment
that is less than 90 percent of its allotment under this
part for the preceding fiscal year.
‘‘(2) If for any fiscal year the amount appropriated
for services and activities authorized under this part and
available for allotment under this section is insufficient to
satisfy the provisions of paragraph (1), the Secretary shall
ratably reduce the payments to all States for such services
and activities as necessary.
‘‘(3) Notwithstanding any other provision of law, the
allotment for this part for each of American Samoa,
Guam, the Northern Mariana Islands, and the Virgin Is-
lands shall not be less than $200,000.
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‘‘(c) ALLOTMENT RATIO.—The allotment ratio of any
State shall be 1.00 less the product of—
‘‘(1) 0.50; and
‘‘(2) the quotient obtained by dividing the per
capita income for the State by the per capita income
for all the States (exclusive of American Samoa,
Guam, Puerto Rico, the Northern Mariana Islands,
and the Virgin Islands), except that—
‘‘(A) the allotment ratio shall in no case be
more than 0.60 or less than 0.40; and
‘‘(B) the allotment ratio for American
Samoa, Guam, Puerto Rico, the Northern Mari-
ana Islands, and the Virgin Islands shall be
0.60.
‘‘(d) REALLOTMENT.—If the Secretary determines
that any amount of any State’s allotment under subsection
(a) for any fiscal year will not be required for carrying
out the services and activities for which such amount has
been allotted, the Secretary shall make such amount avail-
able for reallotment to one or more other States. Any
amount reallotted to a State under this subsection shall
be deemed to be part of its allotment for the fiscal year
in which it is obligated.
‘‘(e) STATE GRANTS.—(1) From the State’s allot-
ment under subsection (a), the Secretary shall make a
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grant for each fiscal year to each State that has an ap-
proved State plan under section 103.
‘‘(2) The Secretary may promulgate regulations with
regard to indirect cost rates that may be used for grants
and subgrants awarded under this title.
‘‘(f) DEFINITIONS AND DETERMINATIONS.—For pur-
poses of this section—
‘‘(1) allotment ratios shall be computed on the
basis of the average of the appropriate per capita in-
comes for the 3 most recent consecutive fiscal years
for which satisfactory data are available;
‘‘(2) the term ‘per capita income’ means, with
respect to a fiscal year, the total personal income in
the calendar year ending in such year, divided by the
population of the area concerned in such year; and
‘‘(3) population shall be determined by the Sec-
retary on the basis of the latest estimates available
to the Department that are satisfactory to the Sec-
retary.
‘‘WITHIN-STATE ALLOCATION AND DISTRIBUTION OF
FUNDS
‘‘SEC. 109. (a) IN GENERAL.—(1) For each of the
fiscal years 1998 and 1999, the State shall award as sub-
grants to eligible recipients under section 105(a) at least
80 percent of its grant under section 108(e) for that fiscal
year.
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‘‘(2) For each of the fiscal years 2000 through 2002,
the State shall award as subgrants to eligible recipients
under section 105(a) at least 85 percent of its grant under
section 108(e) for that fiscal year.
‘‘(b) STATE ADMINISTRATION.—(1) The State may
use an amount not to exceed 5 percent of its grant under
section 108(e) for each fiscal year for administering its
State plan, including developing the plan, reviewing local
applications for subgrants under this part and part B,
supporting activities to ensure the active participation of
interested individuals and organizations, and ensuring
compliance with all applicable Federal laws.
‘‘(2) Each State shall match, from non-Federal
sources and on a dollar-for-dollar basis, the funds used
for State administration under paragraph (1).
‘‘(c) STATE LEADERSHIP.—The State shall use the
remainder of its grant under section 108(e) for each fiscal
year for State leadership activities described in section
102.
‘‘(d) DISTRIBUTION OF PART A FUNDS AT THE SEC-
ONDARY LEVEL.—(1) Except as provided in subsections
(f), (g), and (h), each State shall, each fiscal year, distrib-
ute to local educational agencies, or consortia of such
agencies, within the State funds under this part available
for secondary level education programs, services, and ac-
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tivities that are conducted in accordance with the prior-
ities described in section 101(b). Each local educational
agency or consortium shall be allocated an amount that
bears the same relationship to the amount available as the
amount that the local educational agency or consortium
was allocated under subpart 2 of part A of title I of the
Elementary and Secondary Education Act of 1965 in the
preceding fiscal year bears to the total amount received
under such subpart by all the local educational agencies
in the State in such fiscal year.
‘‘(2) In applying the provisions of paragraph (1), the
State shall—
‘‘(A) distribute those funds that, based on the
distribution formula under paragraph (1), would
have gone to a local educational agency serving only
elementary schools, to the local educational agency
that provides secondary school services to secondary
school students in the same attendance area;
‘‘(B) distribute to a local educational agency
that has jurisdiction over secondary schools, but not
elementary schools, funds based on the number of
students that entered such secondary schools in the
previous year from the elementary schools involved;
and
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‘‘(C) distribute funds to an area vocational edu-
cation school or intermediate educational agency in
any case in which—
‘‘(i) the area vocational education school or
intermediate educational agency and the local
educational agency or agencies concerned have
an agreement to use such funds to provide serv-
ices and activities in accordance with the prior-
ities described in section 101; and
‘‘(ii) the area vocational education school
or intermediate educational agency serves an
equal or greater proportion of students with
disabilities or economically disadvantaged stu-
dents than the proportion of these students
under the jurisdiction of the local educational
agencies sending students to the area vocational
education school.
‘‘(e) DISTRIBUTION
OF PART A FUNDS
AT
THE
POSTSECONDARY LEVEL.—(1) Except as provided in sub-
sections (f), (g), and (h), each State shall, each fiscal year,
distribute to eligible institutions, or consortia of such insti-
tutions, within the State funds under this part available
for postsecondary level services and activities that are con-
ducted in accordance with the priorities described in sec-
tion 101(b). Each such eligible institution or consortium
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shall be allocated an amount that bears the same relation-
ship to the amount of funds available as the number of
Pell Grant recipients and recipients of assistance from the
Bureau of Indian Affairs enrolled in the preceding fiscal
year by such institution or consortium in a career prepara-
tion education program that does not exceed two years
bears to the number of such recipients enrolled in such
programs within the State in such fiscal year.
‘‘(2) For the purposes of this subsection—
‘‘(A) the term ‘eligible institution’ means—
‘‘(i) an institution of higher education;
‘‘(ii) a local education agency providing
education at the postsecondary level;
‘‘(iii) an area vocational education school
providing education at the postsecondary level;
and
‘‘(iv) a postsecondary educational institu-
tion controlled by the Bureau of Indian Affairs
or operated by or on behalf of any Indian tribe
that is eligible to contract with the Secretary of
the Interior for the administration of programs
under the Indian Self-Determination Act or the
Act of April 16, 1934; and
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‘‘(B) the term ‘Pell Grant recipient’ means a
recipient of financial aid under subpart 1 of part A
of title IV of the Higher Education Act of 1965.
‘‘(3) An eligible institution may use funds distributed
in accordance with paragraph (1) to provide postsecondary
level services and activities for students enrolled in a ca-
reer preparation education program that exceeds two
years through a written articulation agreement between
the eligible institution and the administrators of that pro-
gram.
‘‘(f) ALTERNATIVE PART A DISTRIBUTION FOR-
MULA.—The state may distribute funds under subsection
(d) or (e) using an alternative formula if the State dem-
onstrates to the Secretary’s satisfaction that—
‘‘(1) the alternative formula better meets the
purposes of this Act;
‘‘(2) the alternative formula is in accord with
the priorities described in section 101(b); and
‘‘(3)(A) the formula described in subsection (d)
or (e) does not result in a distribution of funds to
the eligible recipients or consortia that have the
highest numbers or percentages of economically dis-
advantaged students, as described in subsection (j);
and
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‘‘(B) the alternative formula would result in
such a distribution.
‘‘(g) MINIMUM SUBGRANT AMOUNTS.—(1)(A) Ex-
cept as provided in subparagraph (B), no local educational
agency shall be eligible for a subgrant under this part un-
less the amount allocated to that agency under subsection
(c) or (d) equals or exceeds $15,000.
‘‘(B) The State may waive the requirement in sub-
paragraph (A) in any case in which the local educational
agency—
‘‘(i) enters into a consortium with one or more
other local educational agencies to provide services
and activities conducted in accordance with the pri-
orities described in section 101(b) and the aggregate
amount allocated and awarded to the consortium
equals or exceeds $15,000; or
‘‘(ii) is located in a rural, sparsely-populated
area and demonstrates that the agency is unable to
enter into a consortium for the purpose of providing
services and activities conducted in accordance with
the priorities described in section 101(b), but that
the agency is able to provide services and activities
that meet the purposes of this Act.
‘‘(2)(A) Except as provided in subparagraph (B), no
eligible institution shall be eligible for a subgrant under
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this part unless the amount allocated to that institution
under subsection (d) or (e) equals or exceeds $50,000.
‘‘(B) The State may waive the requirement in sub-
paragraph (A) in any case in which the eligible institu-
tion—
‘‘(i) enters into a consortium with one or more
other eligible institutions to provide services and ac-
tivities conducted in accordance with the priorities
described in section 101 and the aggregate amount
allocated and awarded to the consortium equals or
exceeds $50,000; or
‘‘(ii) is a tribally controlled community college.
‘‘(h) PART A SECONDARY-POSTSECONDARY CONSOR-
TIA.—The State may distribute funds available for part
A in any fiscal year for secondary and postsecondary level
services and activities, as applicable, to one or more local
educational agencies and one or more eligible institutions
that enter into a consortium in any case in which—
‘‘(1) the consortium has been formed to provide
services and activities conducted in accordance with
the priorities described in section 101(b); and
‘‘(2) the aggregate amount allocated and
awarded to the consortium under subsections (a),
(b), and (c) or exceeds $50,000.
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‘‘(i) REALLOCATIONS.—The State shall reallocate to
one or more local educational agencies, eligible institu-
tions, and consortia any amounts that are allocated in ac-
cordance with subsections (d) through (f), but that would
not be used by a local educational agency or eligible insti-
tution, in a manner the State determines will best serve
the purpose of this Act and be in accord with the priorities
described in section 101(b).
‘‘(j) ECONOMICALLY DISADVANTAGED STUDENTS.—
For the purposes of this section, the State may determine
the number of economically disadvantaged students on the
basis of—
‘‘(1) eligibility for free or reduced-price meals
under the National School Lunch Act or for assist-
ance under part A of title IV of the Social Security
Act;
‘‘(2) the number of children counted for alloca-
tion purposes under title I of the Elementary and
Secondary Education Act of 1965; or
‘‘(3) any other index of disadvantaged economic
status if the State demonstrates to the satisfaction
of the Secretary that the index is more representa-
tive of the number of low-income students than the
indices described in paragraphs (1) and (2).
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‘‘PART B—TECH-PREP EDUCATION
‘‘PROGRAM ELEMENTS
‘‘SEC. 111. Funds under this part shall be used only
to develop, implement, and improve tech-prep education
programs that—
‘‘(1) include—
‘‘(A) a non-duplicative sequence of study,
with a common core of required proficiency in
mathematics, science, communications, and
technology, consisting of at least 2 years of sec-
ondary school preceding graduation and leading
to an associate degree, an industry-recognized
skill certificate, completion of a registered ap-
prenticeship program, or a bachelor’s degree in
a specific career field;
‘‘(B) an integrated academic and technical
curriculum appropriate to the needs of the stu-
dents enrolled in the secondary schools and
postsecondary education institutions participat-
ing in a consortium;
‘‘(C) curriculum and professional develop-
ment to—
‘‘(i) train academic, vocational, and
technical teachers to use strategies and
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techniques effectively to support tech-prep
education; and
‘‘(ii) train counselors to advise stu-
dents effectively, and to help ensure that
students successfully complete their tech-
prep education and enter into appropriate
employment;
‘‘(D) preparatory services, including out-
reach, career counseling, assessment, and test-
ing, that assist students to enter into tech-prep
education, as well as career awareness, explo-
ration, and planning activities that help stu-
dents in tech-prep education to make informed
choices;
‘‘(E) equal access for students who are
members of special populations; and
‘‘(F) work-based learning opportunities, for
both students and educators, that are tied to
the tech-prep curriculum; and
‘‘(2) are conducted by a consortium—
‘‘(A) of at least one public secondary
school or local educational agency and at least
one postsecondary educational institution; and
‘‘(B) that displays strong, comprehensive
institutional links within the consortium.
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‘‘STATE LEADERSHIP RESPONSIBILITIES
‘‘SEC. 112. (a) IN GENERAL.—Each State that re-
ceives a grant under this part may use funds reserved for
leadership activities under section 109(c) to conduct serv-
ices and activities that further the development, implemen-
tation, and improvement of tech-prep education programs
throughout the State in accordance with the purposes of
this Act.
‘‘(b) STATE PLAN.—Any State desiring to receive a
grant under this part for any fiscal year shall—
‘‘(1) have an approved State plan under section
103 for that fiscal year; and
‘‘(2) include in such plan—
‘‘(A) a description of how the State will
use funds under this part only to make com-
petitive subgrants to consortia to conduct serv-
ices and activities that further the development,
implementation, and improvement of tech-prep
education programs throughout the State in ac-
cordance with the purposes of this Act; and
‘‘(B) a description of how tech-prep edu-
cation programs under this part will relate to,
and be integrated with, the career preparation
education programs, services, and activities sup-
ported in the State under part A of this title.
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‘‘(c) STATE REPORT.—Any State that receives a
grant under this part shall annually report to the Sec-
retary on the quality and effectiveness of its services and
activities provided under the grant, based on the perform-
ance goals and indicators, as appropriate, established
under section 106. Such report shall be part of the report
that the State submits in accordance with section 102(d).
‘‘LOCAL ACTIVITIES
‘‘SEC. 113. (a) GENERAL AUTHORITY.—Each recipi-
ent of a subgrant under this part shall use such funds
to develop, implement, or improve a tech-prep education
program described in section 111.
‘‘(b) ADDITIONAL ACTIVITIES.—A recipient of a
subgrant under this part may use such funds to—
‘‘(1) acquire tech-prep education program
equipment, subject to subsection (c); and
‘‘(2) obtain technical assistance from State or
local entities that have successfully designed, estab-
lished, and operated tech-prep programs.
‘‘(c) EQUIPMENT.—Equipment acquired or adapted
with funds under this part may be used for other instruc-
tional purposes when not being used to carry out this part
if such acquisition or adaptation is reasonable and nec-
essary for providing services or activities under this part
and such other use is incidental to, does not interfere with,
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and does not add to the cost of, the use of such equipment
under this part.
‘‘LOCAL APPLICATIONS
‘‘SEC. 114. (a) ARTICULATION AGREEMENT.—A con-
sortium that desires to receive a subgrant under this part
shall submit to the agency or agencies designated under
section 102(a) a written articulation agreement among the
consortium participants that describes each participant’s
role in carrying out the tech-prep education program.
‘‘(b) APPLICATION REQUIREMENTS.—(1) A consor-
tium that desires to receive a subgrant under this part
shall, according to requirements established by the State,
submit an application to the agency or agencies designated
under section 102(a). In addition to including such infor-
mation as the State may require and identifying the re-
sults the consortium seeks to achieve, each application
shall also describe how the consortium will—
‘‘(A) use funds under this part to develop, im-
prove, or implement a tech-prep education program;
‘‘(B) evaluate progress toward the results it
seeks to achieve, consistent with the performance
goals and indicators established under section 106;
‘‘(C) coordinate its services and activities with
related services and activities offered by community-
based organizations, employers, and labor organiza-
tions, and, to the extent possible, integrate its serv-
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ices and activities under this part with career prepa-
ration education programs, services and activities,
broad education reforms, and relevant employment,
training, and welfare programs carried out in the
State; and
‘‘(D) consult with students, their parents, and
other interested individuals or groups (including em-
ployers and labor organizations), in developing their
services and activities.
‘‘(2) A consortium may submit its application as part
of the application for funds under part A of this title.
‘‘(c) APPROVAL AND SPECIAL CONSIDERATION.—(1)
The agency or agencies designated under section 102(a)
shall approve applications based on their potential to cre-
ate an effective tech-prep education program as described
in section 111.
‘‘(2) The designated agency or agencies shall give
special consideration to applications that—
‘‘(A) provide for effective employment place-
ment activities and for the transfer of students to 4-
year baccalaureate degree programs;
‘‘(B) are developed in consultation with busi-
ness, industry, labor organizations, and institutions
of higher education that award bachelor’s degrees;
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‘‘(C) address effectively the needs of special
populations; and
‘‘(D) demonstrate the use of tech-prep edu-
cation programs as a primary strategy for systemic
educational reform.
‘‘EVALUATION, IMPROVEMENT AND ACCOUNTABILITY
‘‘SEC. 115. (a) LOCAL EVALUATION.—(1) Each re-
cipient of a subgrant under this part shall—
‘‘(A) annually evaluate, using the performance
goals and indicators described in section 106, as ap-
propriate, and report to the State regarding, its use
of funds under this part to develop, implement, or
improve tech-prep education programs described
under section 111; and
‘‘(B) biennially evaluate and report to the State
regarding, the effectiveness of its services and activi-
ties supported under this part in achieving the pur-
poses of this Act, including the progress of students
who are members of special populations.
‘‘(2) Such recipient may evaluate portions of its en-
tire tech-prep education program, including portions that
are not supported under this part. If such recipient does
so, it need not evaluate separately that portion of its entire
tech-prep education program supported with funds under
this part.
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‘‘(b) IMPROVEMENT ACTIVITIES.—If a State deter-
mines, based on the local evaluation conducted under sub-
section (a) and applicable performance goals and indica-
tors established under section 106, that a recipient of a
subgrant under this part is not making substantial
progress in achieving the purpose of this Act, the State
shall work jointly with the recipient to develop a plan, in
consultation with teachers, parents, and students, for im-
provement for succeeding school years. If, after not more
than 2 years of implementation of the improvement plan,
the State determines that the recipient is not making suf-
ficient progress, the State shall take whatever corrective
action it deems necessary, consistent with State law. The
State shall take corrective action only after it has provided
technical assistance to the recipient and shall ensure that
any corrective action it takes allows for continued tech-
prep services and activities for the recipient’s students.
‘‘(c) TECHNICAL ASSISTANCE.—If the Secretary de-
termines that the State is not properly implementing its
responsibilities under subsection (b), or is not making sub-
stantial progress in meeting the purpose of this Act, based
on the performance goals and indicators and expected level
of performance included in its State plan under section
103(e)(2)(B), the Secretary shall work with the State to
implement improvement activities.
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‘‘(d) WITHHOLDING OF FEDERAL FUNDS.—If, after
a reasonable time, but not earlier than one year of imple-
mentation of the improvement activities described in sub-
section (c), the Secretary determines that the State is not
making sufficient progress, based on the performance
goals and indicators and expected level of performance in-
cluded in its State plan under section 103(e)(2)(B), the
Secretary shall, after notice and opportunity for a hearing,
withhold from the State all, or a portion, of the State’s
allotment under this part. The Secretary may use funds
withheld under the preceding sentence to provide, through
alternative arrangements, tech-prep services and activities
within the State that meet the purpose of this Act.
‘‘ALLOTMENT AND DISTRIBUTION
‘‘SEC. 116. (a) ALLOTMENT TO STATES FOR TECH-
PREP EDUCATION.—(1) From the amount appropriated
for this part under section 3(a)(2) for each fiscal year,
the Secretary shall allot funds to each State for programs
under this part based on the ratio that its allotment under
section 108 bears to the sum of State allotments under
part A for that fiscal year.
‘‘(2) From the State’s allotment under paragraph
(1), the Secretary shall make a grant for each fiscal year
to each State that has an approved State plan in accord-
ance with section 112(b).
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‘‘(b) REALLOTMENT.—If the Secretary determines
that any amount of any State’s allotment under subsection
(a) for any fiscal year will not be required for carrying
out the tech-prep education services and activities for
which such amount has been allotted, the Secretary shall
make such amount available for reallotment to one or
more other States to support tech-prep education services
and activities. Any amount reallotted to a State under this
subsection shall be deemed to be part of its allotment for
the fiscal year in which it is obligated.
‘‘(c) DISTRIBUTION OF FUNDS.—From the amount
made available to each State under subsection (a)(2), the
State agency or agencies designated to section 102(a)
shall award subgrants to consortia of educational institu-
tions on a competitive basis.
‘‘(d) EQUITABLE DISTRIBUTION OF ASSISTANCE.—
In making subgrants under this part, the agency or agen-
cies designated under section 102(a) shall ensure an equi-
table distribution of assistance between urban and rural
areas of the State.
‘‘TITLE II—NATIONAL SUPPORT FOR STATE
AND LOCAL REFORMS
‘‘AWARDS FOR EXCELLENCE
‘‘SEC. 201. The Secretary may, from the amount re-
served under section 3(b)(1) for any fiscal year after the
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fiscal year 2000, and through a peer review process, make
performance awards to one or more States that have—
‘‘(1) exceeded in an outstanding manner their
performance goals or expected level of performance
under section 103(e)(2)(B);
‘‘(2) implemented exemplary career preparation
education programs, services, or activities in second-
ary and postsecondary schools in accordance with
the priorities described in section 101(b); or
‘‘(3) provided exemplary career preparation
education programs, services, or activities for stu-
dents who are members of special populations.
‘‘NATIONAL ACTIVITIES
‘‘SEC. 202. (a) GENERAL AUTHORITY.—(1) In order
to carry out the purpose of this Act, the Secretary may,
directly or through grants, contracts, or cooperative agree-
ments, carry out research, development, dissemination,
evaluation, capacity-building, and technical assistance ac-
tivities in accord with the purposes of this Act, such as
activities relating to—
‘‘(A) challenging State academic standards and
industry-recognized skill standards, including curric-
ula and assessments aligned with such standards;
‘‘(B) the improvement in academic, technical,
communications and other skills of students partici-
pating in career preparation education;
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‘‘(C) best practices in career preparation edu-
cation, including curricula, assessments, and sup-
portive services;
‘‘(D) effective career guidance and counseling
practices, including the identification of components
of such programs that meet the career preparation
education needs of students;
‘‘(E) the use community- and work-based learn-
ing, job shadowing, internships, entrepreneurship,
and school-based enterprises to further academic
and technical skills development;
‘‘(F) the use of technology, including distance
learning, to enhance learning;
‘‘(G) the preparation of students for new and
advanced technologies and industries, such as infor-
mation technology and telecommunications, bio-
technology, and robotics;
‘‘(H) enhancing employer-school partnerships;
‘‘(I) the development of effective performance
management systems;
‘‘(J) the creation of innovative learning environ-
ments with a career focus, such as career academies,
and public charter, magnet, and pilot schools;
‘‘(K) ‘whole school’ reforms, in which all stu-
dents are expected to gain academic and computer
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and other technical skills, and be prepared for post-
secondary education and career opportunities; and
‘‘(L) improvements in technical education at
the postsecondary level.
‘‘(2) The Secretary shall coordinate activities carried
out under this section with related activities under the
School-to-Work Opportunities Act of 1994, the Goals
2000: Educate America Act, the Job Training Partnership
Act, the Higher Education Act of 1965, and the Elemen-
tary and Secondary Education Act of 1965.
‘‘(3) Research and development activities carried out
under this section may include support for States in their
development and implementation of performance goals
and indicators established under section 106. The Sec-
retary shall broadly disseminate information resulting
from research and development activities carried out
under this Act, and shall ensure broad access at the State
and local levels to the information disseminated.
‘‘(4) Activities carried out under this section may in-
clude support for occupational and career information sys-
tems, such as the system described in section 206.
‘‘(b) PROFESSIONAL DEVELOPMENT.—(1) The Sec-
retary may, directly, or through grants, contracts, or coop-
erative agreements, support professional development ac-
tivities for educators (including teachers, administrators,
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counselors, mentors, and board members) to help to en-
sure that all students receive an education that prepares
them for postsecondary education, further learning, and
high-skill, high-wage careers.
‘‘(2)(A) Professional development activities supported
under this subsection shall—
‘‘(i) be tied to challenging State academic
standards and industry-recognized skill standards;
‘‘(ii) take into account recent research on teach-
ing and learning;
‘‘(iii) be of sufficient intensity and duration to
have a positive and lasting impact on the educator’s
performance;
‘‘(iv) include strong academic and technical
skills content and pedagogical components; and
‘‘(v) be designed to improve educators’ skills in
such areas as integrating academic and vocational
instruction, articulating secondary and postsecond-
ary education, combining school-based and work-
based instruction and connecting activities, using oc-
cupational and career information, computer lit-
eracy, innovative uses of educational technology, and
all aspects of an industry.
‘‘(B) Funds under this subsection may be used for
such activities as pre-service and inservice training, includ-
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ing internships at employer sites, training of work-site su-
pervisors, and support for development of local, regional,
and national educator networks that facilitate the ex-
change of information relevant to the development of ca-
reer preparation education programs.
‘‘(3) In supporting activities under this subsection,
the Secretary shall give priority to designing and imple-
menting new models of professional development for edu-
cators, and preparing educators to use innovative forms
of instruction, such as worksite learning and the integra-
tion of academic and vocational instruction.
‘‘NATIONAL ASSESSMENT
‘‘SEC. 203. (a) GENERAL AUTHORITY.—(1) The Sec-
retary shall conduct a national assessment of services and
activities assisted under this Act, through independent
studies and analyses, including, when appropriate, studies
based on data from longitudinal surveys, that are con-
ducted through one or more competitive awards.
‘‘(2) The Secretary shall appoint an independent ad-
visory panel, consisting of administrators, educators, re-
searchers, and representatives of employers, parents,
counselors, students, special populations, labor, and other
relevant groups, as well as representatives of Governors
and other State and local officials, to advise the Secretary
on the implementation of such assessment, including the
issues to be addressed, the methodology of the studies, and
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the findings and recommendations. The panel, at its dis-
cretion, may submit to the Congress an independent anal-
ysis of the findings and recommendations of the
assessment.
‘‘(b) CONTENTS.—The assessment required under
subsection (a) shall examine the extent to which services
and activities assisted under this Act have achieved their
intended purposes and results, including the extent to
which—
‘‘(1) State and local recipients are meeting the
performance objectives for their programs estab-
lished by the Secretary under the Government Per-
formance and Results Act, using the performance in-
dicators under section 106(b);
‘‘(2) State and local services and activities have
developed, implemented, or improved systems estab-
lished under the School-to-Work Opportunities Act
of 1994;
‘‘(3) services and activities assisted under this
Act succeed in preparing students, including stu-
dents who are members of special populations, for
postsecondary education, further learning, and entry
into high-skill, high-wage careers;
‘‘(4) students who participate in services and
activities supported under this Act succeed in meet-
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ing challenging State academic standards and indus-
try-recognized skill standards;
‘‘(5) services and activities assisted under this
Act are integrated with, and further, broad-based
education reform; and
‘‘(6) the program improvement, participation,
local and State assessment, and accountability provi-
sions of this Act, including the performance goals
and indicators established under section 106, are ef-
fective.
‘‘(c) REPORT.—The Secretary shall submit to the
Congress an interim report on or before July 1, 2001, and
a final report on or before July 1, 2002.
‘‘NATIONAL RESEARCH CENTER
‘‘SEC. 204. (a) GENERAL AUTHORITY.—(1) The Sec-
retary may, through grants, contracts, or cooperative
agreements, establish one or more national centers in the
areas of—
‘‘(A) applied research and development; and
‘‘(B) dissemination and training.
‘‘(2) The Secretary shall consult with States prior to
establishing one or more such centers.
‘‘(3) Entities eligible to receive funds under this sec-
tion are institutions of higher education, other public or
private nonprofit organizations or agencies, and consortia
of such institutions, organizations, or agencies.
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‘‘(b) ACTIVITIES.—(1) The national center or centers
shall carry out such activities as the Secretary determines
to be appropriate to assist State and local recipients of
funds under this Act to achieve the purpose of this Act,
which may include activities in such areas as—
‘‘(A) the integration of vocational and academic
instruction, secondary and postsecondary instruc-
tion, and work-based and classroom-based instruc-
tion and connecting activities;
‘‘(B) effective inservice and preservice teacher
education that assists career preparation education
systems at the elementary, secondary, and post-
secondary levels;
‘‘(C) performance goals and indicators that
serve to improve career preparation education pro-
grams and student outcomes;
‘‘(D) effects of economic changes on the kinds
of knowledge and skills required for employment;
‘‘(E) longitudinal studies of student achieve-
ment; and
‘‘(F) dissemination and training activities relat-
ed to the applied research and demonstration activi-
ties described in this subsection, which may also in-
clude—
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‘‘(i) serving as a repository for industry-
recognized skill standards, State academic
standards, and related materials; and
‘‘(ii) developing and maintaining national
networks of educators who facilitate the devel-
opment of career preparation education sys-
tems.
‘‘(2) The center or centers conducting the activities
described in paragraph (1) shall annually prepare a sum-
mary of key research findings of such center or centers
and shall submit copies of the summary to the Secretaries
of Education, Labor, and Health and Human Services.
The Secretary shall submit that summary to the Commit-
tee on Labor and Human Resources of the Senate, and
the Committee on Education and the Workforce of the
House of Representatives.
‘‘(c) REVIEW.—From funds available for this title,
the Secretary shall—
‘‘(1) consult at least annually with the national
center or centers and with experts in education to
ensure that the activities of the national center or
centers meet the needs of career preparation edu-
cation programs; and
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‘‘(2) undertake an independent review of award
recipients under this section prior to extending an
award to such recipient beyond 5 years.
‘‘DATA SYSTEMS
‘‘SEC. 205. (a) IN GENERAL.—The Secretary shall
maintain a data to collect information about, and report
on, the condition of career preparation education and on
the effectiveness of State and local programs, services, and
activities carried out under this Act in order to provide
the Secretary and the Congress, as well as Federal, State,
local, and tribal agencies, with information relevant to im-
provement in the quality and effectiveness of career prepa-
ration. The Secretary shall periodically report to the
Congress on the Secretary’s analysis of performance data
collected each year pursuant to this Act.
‘‘(b) CONTENTS.—The data system shall—
‘‘(1) provide information on the participation
and performance of students, including students who
are members of special populations;
‘‘(2) include data that are at least nationally
representative;
‘‘(3) report on career preparation in the context
of education reform; and
‘‘(4) be based, to the extent feasible, on data
from general purpose data systems of the Depart-
ment or other Federal agencies, augmented as nec-
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essary with data from additional surveys focusing on
career preparation education.
‘‘(c) COORDINATION.—(1) The Secretary shall con-
sult with a wide variety of experts in academic and occupa-
tional education, including individuals with expertise in
the development and implementation of career preparation
education, in the development of data collections and re-
ports under this section.
‘‘(2) In maintaining the data system, the Secretary
shall—
‘‘(A) ensure that the system, to the extent prac-
ticable, uses comparable information elements and
uniform definitions common to State plans, perform-
ance indicators, and State and local assessments;
and
‘‘(B) cooperate with the Secretaries of Com-
merce and Labor to ensure that the data system is
compatible with other Federal information systems
regarding occupational data, and to the extent fea-
sible, allow for international comparisons.
‘‘(d) ASSESSMENTS.—(1) As a regular part of its as-
sessments, the National Center for Education Statistics
shall, as appropriate, collect and report information on ca-
reer preparation education for a nationally representative
sample of students, including, to the extent feasible, fair
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and accurate assessments of the educational achievement
of special populations. Such assessment may include inter-
national comparisons.
‘‘(2) The Commissioner of Education Statistics may
authorize a State educational agency, or consortium of
such agencies, to use items and data from the National
Assessment of Educational Progress for the purpose of
evaluating a course of study related to services and activi-
ties under title I, if the Commissioner has determined in
writing that such use will not—
‘‘(A) result in the identification of characteris-
tics or performance of individual schools or students;
‘‘(B) result in the ranking or comparing of
schools or local educational agencies;
‘‘(C) be used to evaluate the performance of
teachers, principals, or other local educators for re-
ward or punishment; or
‘‘(D) corrupt the use or value of data collected
for the National Assessment.
‘‘NATIONAL OCCUPATIONAL INFORMATION COORDINATING
COMMITTEE
‘‘SEC. 206. (a) IN GENERAL.—There is established
a National Occupational Information Coordinating Com-
mittee (in this section refereed to as the ‘Committee’)
which shall consist of the Assistant Secretary for Voca-
tional and Adult Education, the Commissioner of the Re-
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habilitation Services Administration, the Director of the
Office of Bilingual Education and Minority Languages Af-
fairs, the Assistant Secretary for Post Secondary Edu-
cation, the Assistant Secretary for Elementary and Sec-
ondary Education, the Commissioner of the National Cen-
ter for Education Statistics of the Department of Edu-
cation, the Commissioner of Labor Statistics and the As-
sistant Secretary for Employment and Training of the De-
partment of Labor, the Under Secretary for Research,
Education, and Economics of the Department of Agri-
culture, the Assistant Secretary for Economic Develop-
ment of the Department of Commerce, and the Assistant
Secretary of Defense (Force Management and Personnel).
The Committee shall provide funds, on an annual basis,
to State occupational information coordinating committees
and to eligible recipients and shall—
‘‘(1) in the use of program and employment
data, improve coordination and communication
among administrators and planners of education and
employment and training programs, including cor-
rections and welfare programs, at the Federal,
State, and local levels;
‘‘(2) coordinate the efforts of Federal, State,
and local agencies and tribal agencies with respect
to such programs.
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‘‘(3) develop and implement, in cooperation
with State and local agencies, an occupational infor-
mation system to meet the common occupational in-
formation needs of education programs and employ-
ment and training programs at the national, State,
and local levels;
‘‘(4) conduct studies to improve the quality and
delivery of occupational and career information; and
‘‘(5) develop curricula and career information
resources and provide training and technical assist-
ance consistent with 453(b)(2) of the Job Training
Partnership Act in support of comprehensive guid-
ance and counseling programs designed to promote
improved career decisionmaking by individuals.
‘‘(b) STATE COMMITTEES.—Each State receiving as-
sistance under this Act shall establish a State occupational
information coordinating committee composed of rep-
resentatives of the State education, vocational education,
and postsecondary education agencies, the State employ-
ment security agency, the State economic development
agency, the State job training coordinating council, and
the agency administering the vocational rehabilitation pro-
gram. Such committee shall, with funds available to it
from the National Occupational Information Coordinating
Committee established under subsection (a)—
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‘‘(1) implement an occupational information
system in the State that will meet the common needs
for the planning for, and the operation of, education
and employment and training programs, including
corrections and welfare;
‘‘(2) implement a career information delivery
system; and,
‘‘(3) conduct training and technical assistance
in support of personnel delivering career develop-
ment services.
‘‘(c) ALLOCATION.—Of amounts made available by
the Secretary to carry out the provisions of this section,
the Committee shall use not less than 75 percent of such
funds to support State occupational information coordi-
nating committees for the purpose of operating State oc-
cupational information systems and career information de-
livery systems.
‘‘(d) GIFTS, BEQUESTS, AND DEVISES.—(1) The
Committee may accept, administer, and use gifts or dona-
tions of services, money, or property, whether real or per-
sonal, tangible or intangible.
‘‘(2) The responsible official shall establish written
rules setting forth the criteria to be used by the Commit-
tee in determining whether the acceptance of contributions
of services, money, or property would reflect unfavorably
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upon the ability of the Institute or any employee to carry
out its responsibilities or official duties in a fair and objec-
tive manner, or would compromise the integrity, or the
appearance of the integrity, of its programs or any official
involved in those programs.
‘‘(e) EXPERTS AND CONSULTANTS.—The Committee
may procure temporary and intermittent services under
section 3109(b) of title 5, United States Code.
‘‘CAREER PREPARATION EDUCATION FOR INDIANS AND
NATIVE HAWAIIANS
‘‘SEC. 207. (a) ALLOTMENT FOR INDIANS AND NA-
TIVE HAWAIIANS.—In each fiscal year, from the amount
the Secretary reserves under section 3(b)(2)—
‘‘(1) 1.5 percent shall be available for carrying
out subsections (b) and (c); and
‘‘(2) 0.25 percent shall be available for carrying
out subsection (d).
‘‘(b) ASSISTANCE TO TRIBES OR BUREAU-FUNDED
SCHOOLS.—(1)(A) From funds reserved under subsection
(a)(1) for each fiscal year, the Secretary shall make grants
to, or enter into cooperative agreements with, tribal orga-
nizations of eligible Indian tribes or Bureau-funded
schools to develop and provide services and activities that
are consistent with the purpose of this Act and conducted
in accordance with the priorities described in section 101.
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‘‘(B) any tribal organization or Bureau-funded school
that receives assistance under this subsection shall—
‘‘(i) establish performance goals and indicators
to define the level of performance to be achieved by
students served under this subsection;
‘‘(ii) evaluate the quality and effectiveness of
services and activities provided under this sub-
section;
‘‘(iii) provide guidance and counseling services
to students; and
‘‘(iv) help to ensure that students served under
this subsection have an opportunity to achieve to
challenging academic and industry recognized skill
standards, receive high school diplomas, skill certifi-
cates, and postsecondary certificates or degrees, and
enter employment related to their course work.
‘‘(2)(A) The Secretary shall make such a grant or
cooperative agreement—
‘‘(i) upon the request of any Indian tribe that
is eligible to contract with the Secretary of the Inte-
rior for programs under the Indian Self-Determina-
tion Act or the Act of April 16, 1934; or
‘‘(ii) upon the application (filed under such con-
ditions as the Secretary may require) of any Bu-
reau-funded school that offers secondary programs.
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‘‘(B)(i) A grant or cooperative agreement under this
subsection with any tribal organization shall be subject to
the terms and conditions of section 102 of the Indian Self-
Determination Act, except section 102(b), and shall be
conducted in accordance with the provisions of sections 4,
5, and 6 of the Act of April 16, 1934 that are relevant
to the services and activities administered under this sub-
section. An eligible applicant that receives written notifica-
tion that the Secretary will not award it a grant or cooper-
ative agreement may submit written objections to that no-
tice in accordance with regulations of the Secretary.
‘‘(ii) A grant or cooperative agreement under this
subsection with any Bureau-funded school shall not be
subject to the requirements of the Indian Self-Determina-
tion Act or the Act of April 16, 1934.
‘‘(C) Any tribal organization or Bureau-funded school
eligible to receive assistance under this subsection may
apply individually or as part of a consortium with another
tribal organization or school.
‘‘(D) The Secretary may not place upon such grants
or cooperative agreements any restrictions relating to pro-
grams or results other than those that apply to grants or
cooperative agreements to States under this Act.
‘‘(3) Any tribal organization or Bureau-funded school
receiving assistance under this subsection may provide sti-
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pends to students who are undertaking career preparation
education and who have acute economic needs that cannot
be met through work-study programs.
‘‘(4) In making grants or cooperative agreements
under this subsection, the Secretary shall give special con-
sideration to awards that involve, are coordinated with, or
encourage, tribal economic development plans.
‘‘(c) ASSISTANCE TO TRIBALLY CONTROLLED POST-
SECONDARY VOCATIONAL INSTITUTIONS.—(1) The Sec-
retary may make 4-year grants to tribally controlled post-
secondary vocational institutions to provide to Indian stu-
dents services and activities that are consistent with the
purpose of this Act and conducted in accordance with the
priorities described in section 101(b), including support
for the operation, maintenance, and capital expenses of
such institutions.
‘‘(2) To be eligible for assistance under this sub-
section, a tribally controlled postsecondary vocational in-
stitution shall—
‘‘(A) be governed by a board of directors or
trustees, a majority of whom are Indians;
‘‘(B) demonstrate adherence to stated goals, a
philosophy, or a plan of operation that fosters indi-
vidual Indian economic self-sufficiency;
‘‘(C) have been in operation for at least 3 years;
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‘‘(D) hold accreditation with, or be a candidate
for accreditation by, a nationally recognized accredit-
ing authority for postsecondary vocational education;
‘‘(E) offer technical degrees or certificate-grant-
ing programs; and
‘‘(F) enroll the full-time equivalent of not less
than 100 students, of whom a majority are Indians.
‘‘(3) To receive assistance under this subsection, a
tribally controlled postsecondary vocational institution
shall apply to the Secretary in such manner and at such
time as the Secretary may require.
‘‘(4) The Secretary shall, based on the availability of
appropriations, distribute to each tribally controlled voca-
tional institution having an approved application an
amount based on full-time equivalent Indian students at
each such institution.
‘‘(d) ASSISTANCE TO NATIVE HAWAIIANS.—(1) In
recognition of the findings and declarations made by Con-
gress in section 9202 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7902), the Secretary
shall, from the funds reserved under subsection (a)(2) for
each fiscal year, make one or more grants to, or enter into
one or more cooperative agreements with, organizations,
institutions, or agencies with experience providing edu-
cational and related services to Native Hawaiians to de-
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velop and provide, for the benefit of Native Hawaiians,
services and activities that are consistent with the purpose
of this Act and conducted in accordance with the priorities
described in section 101(b).
‘‘(2) To receive assistance under this subsection, the
organization, institution, or agency shall apply to the Sec-
retary in such manner and at such time as the Secretary
may require.
‘‘(e) ACCOUNTABILITY.—The Secretary shall require
from each institution assisted under this section such in-
formation regarding fiscal control and program quality
and effectiveness as is reasonable.
‘‘(f) DEFINITIONS.—For the purposes of this section:
‘‘(1) The term ‘Bureau-funded school’ has the
same meaning given ‘Bureau funded school’ in sec-
tion 1146(3) of the Education Amendments of 1978
(25 U.S.C. 2026(3)).
‘‘(2) The term ‘full-time equivalent Indian stu-
dents’ means the sum of the number of Indian stu-
dents enrolled full time at an institution, plus the
full-time equivalent of the number of Indian stu-
dents enrolled part time (determined on the basis of
the quotient of the sum of the credit hours of all
part-time students divided by 12) at such institu-
tion.
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‘‘(3) The term ‘Indian’ means a member of an
Indian tribe.
‘‘(4) The term ‘Indian tribe’ has the meaning
given that term in section 102(2) of the Federally
Recognized Indian Tribe List Act of 1994 (25
U.S.C. 479a(2)).
‘‘TITLE III—GENERAL PROVISIONS
‘‘WAIVERS
‘‘SEC. 301. (a) REQUEST FOR WAIVER.—Any State
may request, on its own behalf or on behalf of a local re-
cipient, a waiver by the Secretary of one or more statutory
or regulatory provisions described in this section in order
to carry out more effectively State efforts to reform edu-
cation and develop, implement, or improve career prepara-
tion education, including tech-prep education, in the State.
‘‘(b) GENERAL AUTHORITY.—(1) Except as provided
in subsection (d), the Secretary may waive any require-
ment of any statute listed in subsection (c), or of the regu-
lations issued under that statute, for a State that requests
such a waiver—
‘‘(A) if, and only to the extent that the Sec-
retary determines that such requirement impedes the
ability of the State to carry out State efforts to re-
form education and develop, implement, or improve
career preparation education in the State;
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‘‘(B) if the State waives, or agrees to waive,
any similar requirements of State law;
‘‘(C) if in the case of a statewide waiver, the
State—
‘‘(i) has provided all local recipients of as-
sistance under this Act in the State with notice
of, and an opportunity to comment on, the
State’s proposal to request a waiver; and
‘‘(ii) has submitted the comments of such
recipients to the Secretary; and
‘‘(D) if the State provides such information as
the Secretary reasonably requires in order to make
such determinations.
‘‘(2) The Secretary shall act promptly on any request
submitted under paragraph (1).
‘‘(3) Each waiver approved under this subsection
shall be for a period not to exceed five years, except that
the Secretary may extend such period if the Secretary de-
termines that the waiver has been effective in enabling the
State to carry out the purpose of this Act.
‘‘(c) PROGRAMS.—(1) The statutes subject to the
waiver authority of the Secretary under this section are—
‘‘(A) this Act;
‘‘(B) part A of title I of the Elementary and
Secondary Education Act of 1965 (authorizing pro-
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grams and activities to help disadvantaged children
meet high standards);
‘‘(C) part B of title II of the Elementary and
Secondary Education Act of 1965 (Dwight D. Eisen-
hower Professional Development Program);
‘‘(D) title IV of the Elementary and Secondary
Education Act of 1965 (Safe and Drug-Free Schools
and Communities Act of 1994);
‘‘(E) title VI of the Elementary and Secondary
Education Act of 1965 (Innovative Education Pro-
gram Strategies);
‘‘(F) part C of title VII of the Elementary and
Secondary Education Act of 1965 (Emergency Im-
migrant Education Program); and
‘‘(G) the School-to-Work Opportunities Act of
1994.
‘‘(2) The Secretary may not waive any requirement
under paragraph (1)(G) without the concurrence of the
Secretary of Labor.
‘‘(d) WAIVERS NOT AUTHORIZED.—The Secretary
may not waive any statutory or regulatory requirement of
the programs listed in subsection (c) relating to—
‘‘(1) the basic purposes or goals of the affected
programs;
‘‘(2) maintenance of effort;
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‘‘(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 States or to
local recipients;
‘‘(7) the eligibility of an individual for partici-
pation in the affected programs;
‘‘(8) public health or safety, labor standards,
civil rights, occupational safety and health, or envi-
ronmental protection; or
‘‘(9) prohibitions or restrictions relating to the
construction of buildings or facilities.
‘‘(e) TERMINATION
OF WAIVERS.—The Secretary
shall periodically review the performance of any State for
which the Secretary has granted a waiver under this sec-
tion and shall terminate such waiver if the Secretary de-
termines that the performance of the State affected by the
waiver has been inadequate to justify a continuation of
the waiver, or the State fails to waive similar requirements
of State law in accordance with subsection (b)(1)(B).
‘‘EFFECT OF FEDERAL PAYMENTS
‘‘SEC. 302. (a) STUDENT FINANCIAL ASSISTANCE.—
(1) The portion of any student financial assistance re-
ceived under this Act that is made available for attendance
costs described in paragraph (2) shall not be considered
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as income or resources in determining eligibility for assist-
ance under any program of welfare benefits, including the
Temporary Assistance to Needy Families program, that
is funded in whole or in part with Federal funds.
‘‘(2) For purposes of this subsection, attendance
costs are—
‘‘(A) tuition and fees normally assessed a stu-
dent carrying the same academic workload, as deter-
mined by the institution, including costs for rental
or purchase of any equipment, materials, or supplies
required of all students in the same course of study;
and
‘‘(B) an allowance for books, supplies, transpor-
tation, dependent care, and miscellaneous personal
expenses for a student attending the institution on
at least a half-time basis, as determined by the insti-
tution.
‘‘(b) INSTITUTIONAL AID.—No State shall take into
consideration payments under this Act in determining, for
any educational agency or institution in that State, the
eligibility for State aid, or the amount of State aid, with
respect to public education within the State.
‘‘MAINTENANCE OF EFFORT
‘‘SEC. 303. (a) Except as provided in subsection (b),
a State may receive its full allotment of funds under part
A and part B for any fiscal year only if the Secretary finds
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that either the fiscal effort per student or the aggregate
expenditures of such State for career preparation edu-
cation, including tech-prep education programs, for the
fiscal year preceding the fiscal year for which the deter-
mination is made was not less than 90 percent of such
fiscal effort or aggregate expenditures for career prepara-
tion education for the second fiscal year preceding the fis-
cal year for which the determination is made.
‘‘(b) The Secretary shall reduce the amount of allot-
ments of funds under part A and part B for any fiscal
year in the exact proportion by which the State fails to
meet the requirements of subsection (a) by falling below
90 percent of either the fiscal effort per student or aggre-
gate expenditures (using the measure most favorable to
the State), and no such lesser amount shall be used for
computing the effort required under subsection (a) for
subsequent years.
‘‘(c) The Secretary may waive, for one fiscal year
only, the requirements of this section if the Secretary de-
termines that such a waiver would be equitable due to ex-
ceptional or uncontrollable circumstances such as a natu-
ral disaster or a precipitous and unforeseen decline in the
financial resources of the State.
‘‘IDENTIFICATION OF STATE-IMPOSED REQUIREMENTS
‘‘SEC. 304. Any State rule or policy imposed on the
provision of services or activities funded by this Act, in-
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cluding any rule or policy based on State interpretation
of any Federal law, regulation, or guideline, shall be iden-
tified as a State-imposed requirement.
‘‘OUT-OF-STATE RELOCATIONS
‘‘SEC. 305. No funds provided under this Act shall
be used for the purpose of directly providing incentives
or inducements to an employer to relocate a business en-
terprise from one State to another if such relocation would
result in a reduction in the number of jobs available in
the State where the business enterprise is located before
such incentives or inducements are offered.
‘‘ENTITLEMENT
‘‘SEC. 306. Nothing in this Act shall be construed
to provide any individual with an entitlement to services
under this Act.
‘‘DEFINITIONS
‘‘SEC. 307. As used in this Act, unless otherwise
noted:
‘‘(1) The term ‘all aspects of an industry’ has
the same meaning as given that term under section
4(1) of the School-to-Work Opportunities Act of
1994.
‘‘(2) The term ‘area vocational education
school’ means—
‘‘(A) a specialized public high school that
provides vocational education to students who
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are preparing to earn a high school diploma or
its equivalency and to enter the labor market;
or
‘‘(B) a public technical institute or voca-
tional school that provides vocational education
to individuals who have completed or left high
school and who are preparing to enter the labor
market.
‘‘(3) The term ‘career guidance and counseling’
has the same meaning as given that term under sec-
tion 4(4) of the School-to-Work Opportunities Act of
1994.
‘‘(4) The term ‘community-based organization’
means any such organization of demonstrated effec-
tiveness described in section 4(5) of the Job Train-
ing Partnership Act.
‘‘(5) The term ‘institution of higher education’
has the same meaning as given that term under sec-
tion 1201(a) of the Higher Education Act of 1965.
‘‘(6) The term ‘intermediate educational agen-
cy’ means a combination of school districts or coun-
ties (as defined in section 14101(9) of the Elemen-
tary and Secondary Education Act of 1965) as are
recognized in a State as an administrative agency
for the State’s career preparation education schools
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or for career preparation education programs within
its public elementary or secondary schools.
‘‘(7) The term ‘limited English proficiency’ has
the meaning given such term in section 7501(8) of
the Elementary and Secondary Education Act of
1965.
‘‘(8) The term ‘local educational agency’ has
the same meaning as given that term under section
4(10) of the School-to-Work Opportunities Act of
1994.
‘‘(9) The term ‘postsecondary educational insti-
tution’ means—
‘‘(A) an institution of higher education, as
defined in section 1201(a) of the Higher Edu-
cation Act of 1965, that provides not less than
a 2-year program which is acceptable for full
credit toward a bachelor’s degree;
‘‘(B) a tribally controlled community col-
lege; or
‘‘(C) a not-for-profit educational institution
offering apprenticeship programs of at least 2
years beyond the completion of secondary
school.
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‘‘(10) The term ‘school dropout’ has the same
meaning as given that term under section 4(17) of
the School-to-Work Opportunities Act of 1994.
‘‘(11) The term ‘Secretary’ means the Secretary
of Education.
‘‘(12) The term ‘skill certificate’ has the same
meaning as given that term under section 4(22) of
the School-to-Work Opportunities Act of 1994.
‘‘(13) The Term ‘special populations’ includes
students with disabilities, educationally or economi-
cally disadvantaged students, students of limited
English proficiency, displaced homemakers, teen par-
ents, single pregnant women, foster children, mi-
grant children, school dropouts, students who are
identified as being at-risk of dropping out of second-
ary school, students who are seeking to prepare for
occupations that are not traditional for their gender,
and, to the extent feasible, individuals younger than
age 25 in correctional institutions.
‘‘(14) Except as otherwise provided, the term
‘State’ includes, in addition to each of the several
States, the District of Columbia, the Commonwealth
of Puerto Rico, the Virgin Islands, Guam, American
Samoa, and the Northern Mariana Islands.
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‘‘(15) The term ‘State educational agency’ has
the same meaning as given that term under section
4(24) of the School-to-Work Opportunities Act of
1994.
‘‘(16) The term ‘students with disabilities’
means students who have a disability or disabilities,
as such term is defined in section 3(2) of the Ameri-
cans With Disabilities Act of 1990.
‘‘(17) The term ‘tribally controlled community
college’ means an institution that receives assistance
under the Tribally Controlled Community College
Assistance Act of 1976 or the Navajo Community
College Act.’’.
TITLE II—EFFECTIVE DATE; TRANSITION
EFFECTIVE DATE
SEC. 201. This Act shall take effect on July 1, 1998.
TRANSITION
SEC. 202. Notwithstanding any other provisions of
law—
(1) upon enactment of the Career Preparation
Education Reform Act of 1997, a State or local re-
cipient of funds under the Carl D. Perkins Voca-
tional and Applied Technology Education Act may
use any such unexpended funds to carry out services
and activities that are authorized by either such Act
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or the Carl D. Perkins Career Preparation Edu-
cation Act; and
(2) a State or local recipient of funds under the
Carl D. Perkins Career Preparation Education Act
for the fiscal year 1998 may use such funds to carry
out services and activities that are authorized by ei-
ther such Act or were authorized by the Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act prior to its amendment.
TITLE III—AMENDMENTS TO OTHER ACTS
AMENDMENTS TO THE JOB TRAINING PARTNERSHIP ACT
SEC. 301. The Job Training Partnership Act (29
U.S.C. 1501 et seq.) is amended—
(1) in section (4)—
(A) in paragraph (14), by striking ‘‘in sec-
tion 521(22) of the Carl D. Perkins Vocational
Education Act’’ and inserting in lieu thereof
‘‘section 4(10) of the School-to-Work Opportu-
nities Act of 1994’’; and
(B) in paragraph (28), by striking ‘‘Voca-
tional Education Act’’ and inserting in lieu
thereof ‘‘Vocational and Applied Technology
Education Act as in effect on the day prior to
the date of enactment of the Career Prepara-
tion Education Reform Act of 1997’’;
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(2) in section 121(a)(2), by adding at the end
thereof the following sentence: ‘‘The State may sub-
mit such plan as part of a State plan, or amendment
to a State plan, under the Carl D. Perkins Career
Preparation Education Act or the School-to-Work
Opportunities Act of 1994.’’;
(3) in section 122(b)—
(A) by amending paragraph (8) to read as
follows:
‘‘(8) consult with the appropriate State agency
under section 105 of the Carl D. Perkins Career
Preparation Education Act to obtain a summary of
activities and an analysis of results in training
women in nontraditional employment under such
Act, and annually disseminate such summary to
service delivery areas, service providers throughout
the State, and the Secretary;’’; and
(B) in paragraph (11)(B), by striking
‘‘section 113(b)(14) of the Carl D. Perkins Vo-
cational Education Act’’ and inserting in lieu
thereof ‘‘section 105(e)(2) of the Carl D. Per-
kins Career Preparation Education Act’’;
(4) in section 123(c)—
(A) in paragraph (1)(E)(iii), by striking
‘‘Carl D. Perkins Vocational and Applied Tech-
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nology Education Act (20 U.S.C. 2301 et seq.)’’
and inserting in lieu thereof ‘‘Carl D. Perkins
Career Preparation Education Act’’; and
(B) in paragraph (2)(D)(iii), by striking
‘‘Vocational and Applied Technology’’ and in-
serting in lieu thereof ‘‘Career Preparation’’;
(5) in section 125—
(A) in subsection (a), by inserting after
‘‘coordinating committee’’ a comma and ‘‘as de-
scribed in section 422(b) of the Carl D. Perkins
Vocational and Applied Technology Education
Act as in effect on the day prior to the date of
enactment of the Career Preparation Education
Reform Act of 1997,’’;
(B) in subsection (b)(1), by striking out
‘‘Vocational’’ and inserting in lieu thereof ‘‘Ca-
reer Preparation’’; and
(C) in subsection (c), by inserting after
‘‘Coordinating Committee’’ a comma and ‘‘as
established in section 422(a) of the Carl D.
Perkins Vocational and Applied Technology
Education Act as in effect on the day prior to
the date of enactment of the Career Prepara-
tion Education Reform Act of 1997,’’;
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(6) in section 205(a)(2), by striking ‘‘Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2301 et seq.)’’ and inserting
in lieu thereof ‘‘Carl D. Perkins Career Preparation
Education Act’’;
(7) in section 265(b)(3), by striking ‘‘Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2301 et seq.)’’ and inserting
in lieu thereof ‘‘Carl D. Perkins Career Preparation
Education Act’’;
(8) in section 314(g)(2), by striking out ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’;
(9) in section 427(a)(1), by striking ‘‘local
agencies, including a State board or agency des-
ignated pursuant to section 111(a)(1) of the Carl D.
Perkins Vocational Act which operates or wishes to
develop area vocational education school facilities or
residential vocational schools (or both) as authorized
by such Act, or private organizations’’ and inserting
in lieu thereof ‘‘local agencies, or private organiza-
tions’’;
(10) in section 455(b), by striking ‘‘Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2301 et seq.)’’ and inserting
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in lieu thereof ‘‘Carl D. Perkins Career Preparation
Education Act’’;
(11) in section 461(c), by striking out ‘‘Voca-
tional’’ and inserting in lieu thereof ‘‘Career Prepa-
ration’’;
(12) in section 464—
(A) in subsection (a), by striking out ‘‘Carl
D. Perkins Vocational Education Act)’’ and in-
serting in lieu thereof ‘‘Carl D. Perkins Voca-
tional and Applied Technology Education Act
as in effect on the day prior to the date of en-
actment of the Career Preparation Education
Reform Act of 1997)’’;
(B) in subsection (b), by striking out ‘‘In
addition to its responsibilities under the Carl D.
Perkins Vocational Education Act, the’’ and in-
serting in lieu thereof ‘‘The’’; and
(C) in subsection (c), by striking out ‘‘this
Act, under section 422 of the Carl D. Perkins
Vocational Education Act, and’’ and inserting
in lieu thereof ‘‘this Act and’’;
(13) in section 605(c), by striking out ‘‘Voca-
tional Education Act)’’ an inserting in lieu thereof
‘‘Vocational and Applied Technology Education Act
as in effect on the day prior to the date of enact-
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ment of the Career Preparation Education Reform
Act of 1995)’’;
(14) in section 701(b)—
(A) by amending paragraph (1) to read as
follows:
‘‘(1) IN GENERAL.—For purposes of this title,
the term ‘applicable Federal human resource pro-
gram’ includes any program authorized under the
provisions of law described under paragraph (2)(A)
that the Governor and the head of the State agency
or agencies responsible for the administration of
such program jointly agree to include within the ju-
risdiction of the State Council.’’; and
(B) in paragraph (2)(A)(ii), by striking
‘‘Carl D. Perkins Vocational and Applied Tech-
nology Education Act (20 U.S.C. 2301 et seq.)’’
and inserting in lieu thereof ‘‘Carl D. Perkins
Career Preparation Education Act’’; and
(15) in section 703(a)(2), by striking the
comma after ‘‘section 123(a)(2)(D)’’ and ‘‘except
that, with respect to the Carl D. Perkins Vocational
and Applied Education Act (20 U.S.C. 2301 et
seq.), such State may use funds only to the extent
provided under section 112(g) of such Act’’.
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AMENDMENTS TO THE ADULT EDUCATION ACT
SEC. 302. The Adult Education Act (20 U.S.C. 1201
et seq.) is amended—
(1) in section 322(a)(4), by striking ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’;
(2) in section 342—
(A) in subsection (c)(11), by striking ‘‘Carl
D. Perkins Vocational Education Act of 1963’’
and inserting in lieu thereof ‘‘Carl D. Perkins
Career Preparation Education Act’’, and
(B) in subsection (d), by striking ‘‘Voca-
tional’’ and inserting in lieu thereof ‘‘Career
Preparation’’; and
(3) by amending section 384(d)(1)(D)(ii) to
read as follows:
‘‘(ii) be coordinated with activities con-
ducted by other educational and training enti-
ties that provide relevant technical assistance;’’.
AMENDMENTS TO THE SCHOOL-TO-WORK OPPORTUNITIES
ACT OF 1994
SEC. 303. The School-to-Work Opportunities Act (20
U.S.C. 1601 et seq.) is amended—
(1) in section 202(a)(3), by striking ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’;
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(2) in section 203(b)(2), by striking clause (I)
and redesignating clauses (J) and (K) as clauses (I)
and (J), respectively;
(3) in section 213—
(A) in subsection (d)(6)(B), by striking
‘‘Vocational and Applied Technology’’ and in-
serting in lieu thereof ‘‘Career Preparation’’;
and
(B) in subsection (b)(4), by striking clause
(I) and redesignating clauses (J) and (K) as
clauses (I) and (J), respectively;
(4) in section 403(a), by striking ‘‘the individ-
uals assigned under section 111(b)(1) of the Carl D.
Perkins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2321(b)(1)),’’;
(5) in section 404—
(A) by inserting ‘‘and’’ after ‘‘(29 U.S.C.
1733(b)),’’; and
(B) by striking ‘‘and the National Network
for Curriculum Coordination in Vocational Edu-
cation under section 402(c) of the Carl D. Per-
kins Vocational and Applied Technology Edu-
cation Act (20 U.S.C. 2402(c)),’’;
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(6) in section 502(b)(6), by striking ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’; and
(7) in section 505—
(A) in subsection (a)(2)(B)(i), by striking
‘‘section 102(a)(3) of the Carl D. Perkins Voca-
tional and Applied Technology Education Act
(20 U.S.C. 2312(a)(3)’’ and inserting in lieu
thereof ‘‘section 112(c) of the Carl D. Perkins
Career Preparation Education Act’’; and
(B) in subsection (e), by striking ‘‘section
201(b) of the Carl D. Perkins Vocational and
Applied Technology Education Act (20 U.S.C.
2312(a)(3)’’ and inserting in lieu thereof ‘‘sec-
tion 102 of the Carl D. Perkins Career Prepa-
ration Education Act’’.
AMENDMENTS TO THE ELEMENTARY AND SECONDARY
EDUCATION ACT OF 1965
SEC. 304. The Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6301 et seq.) is amended—
(1) in section 1114(b)(2)(C)(v), by striking
‘‘Vocational and Applied Technology’’ and inserting
in lieu thereof ‘‘Career Preparation’’;
(2) in section 9115(b)(5), by striking ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’;
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(3) by amending section 14302(a)(2)(C) to read
as follows: ‘‘(C) services and activities under section
102 of the Carl D. Perkins Career Preparation Edu-
cation Act;’’ and
(4) in section 14307(a)(1), by striking ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’.
AMENDMENTS TO THE GOALS 2000: EDUCATE AMERICA
ACT
SEC. 305. The Goals 2000: Educate America Act (20
U.S.C. 5801 et seq.) is amended—
(1) in section 306—
(A) in subsection (c)(1)(A), by inserting
before the semicolon at the end thereof a
comma and ‘‘as in effect on the day prior to the
date of enactment of the Career Preparation
Education Reform Act of 1997, until not later
than July 1, 2000, and the performance goals
and indicators developed pursuant to section
107 of the Carl D. Perkins Career Preparation
Education Act thereafter’’; and
(B) in subsection (1), by striking out ‘‘Vo-
cational and Applied Technology’’ and inserting
in lieu thereof ‘‘Career Preparation’’; and
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(2) in section 311(b)(6), by striking out ‘‘Voca-
tional and Applied Technology’’ and inserting in lieu
thereof ‘‘Career Preparation’’.
OTHER TECHNICAL AND CONFORMING AMENDMENTS
SEC. 306. (a) HIGHER EDUCATION ACT OF 1965.—
The Higher Education Act of 1965 (20 U.S.C. 1001 et
seq.) is amended—
(1) by amending section 127(2) to read as fol-
lows:
‘‘(2) have, as one of the partners participating
in an articulation agreement, an entity that uses
funds under title I of the Carl D. Perkins Career
Preparation Education Act to support tech-prep
education services and activities;’’;
(2) in section 481(a)(3)(A), by striking ‘‘section
521(4)(C) of the Carl D. Perkins Vocational and
Applied Technology Education Act’’ and inserting in
lieu thereof ‘‘section 305(3)(B) of the Carl D. Per-
kins Career Preparation Education Act’’;
(3) in section 484(l)(1), by striking ‘‘section
521(4)(C) of the Carl D. Perkins Vocational and
Applied Technology Education Act’’ and inserting in
lieu thereof ‘‘section 305(3)(B) of the Carl D. Per-
kins Career Preparation Education Act’’; and
(4) in section 503(b)(2)(B)(vi), by striking ‘‘in
a Tech-Prep program under section 344 of the Carl
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D. Perkins Vocational and Applied Technology Edu-
cation Act’’ and inserting in lieu thereof ‘‘in a tech-
prep program supported through services and activi-
ties under the Carl D. Perkins Career Preparation
Education Act’’.
(b) INDIVIDUALS WITH DISABILITIES EDUCATION
ACT.—Section 626(g) of the Individuals with Disabilities
Education Act (20 U.S.C. 1400 et seq.) is amended by
striking out ‘‘Vocational and Applied Technology’’ and in-
serting in lieu thereof ‘‘Career Preparation’’.
(c) 
REHABILITATION
ACT
OF
1973.—Section
101(a)(11)(A) of the Rehabilitation Act of 1973 (29
U.S.C. 701 et seq.) is amended by striking out ‘‘Voca-
tional and Applied Technology Education Act (20 U.S.C.
2301 et seq.)’’ and inserting in lieu thereof ‘‘Career Prep-
aration Education Act’’.
(d) DISPLACED HOMEMAKERS SELF-SUFFICIENCY
ASSISTANCE ACT.—Section 9(a)(2) of the Displaced
Homemakers Self-Sufficiency Assistance Act (29 U.S.C.
2301 et seq.) is amended by inserting ‘‘as in effect on the
day prior to the date of enactment of the Career Prepara-
tion Education Reform Act of 1997 or the State or agen-
cies designated under section 102(a) of the Carl D. Per-
kins Career Preparation Education Act,’’.
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(e) WAGNER-PEYSER ACT.—Section 7(c)(2)(A) of
the Act of June 6, 1933 (29 U.S.C. 49 et seq.) is amended
by striking out ‘‘Vocational and Applied Technology’’ and
inserting in lieu thereof ‘‘Career Preparation’’.
(f) EQUITY IN EDUCATIONAL LAND-GRANT STATUS
ACT OF 1994.—Section 533(c)(4)(A) of the Equity in
Education Land-Grant Status Act of 1994 (7 U.S.C. 301
note; part C of title V of the Improving America’s Schools
Act) is amended by inserting after ‘‘(20 U.S.C.
2397h(3))’’ a comma and ‘‘as in effect on the day prior
to the date of the enactment of the Career Preparation
Education Reform Act of 1997,’’.
(g) TITLE 31, CHAPTER 67, OF THE UNITED STATES
CODE.—Section 6703(a)(12) of title 31, United States
Code (as added by section 31001 of the Violent Crime
Control and Law Enforcement Act of 1994) is amended
by striking out ‘‘Vocational and Applied Technology’’ and
inserting in lieu thereof ‘‘Career Preparation’’.
(h) NONTRADITIONAL EMPLOYMENT
FOR WOMEN
ACT.—Section 2(b)(3) of the Nontraditional Employment
for Women Act (29 U.S.C. 1501 note) is amended by
striking out ‘‘Vocational and Applied Technology’’ and in-
serting in lieu thereof ‘‘Career Preparation’’.
(i) TRAINING TECHNOLOGY TRANSFER ACT
OF
1988.—Section 6107(6) of the Training Technology