H. R. 6—188
address poor achievement, basic skills deficiencies, language
deficiencies, or course failures, in order to assist students at
risk of dropping out of school and students reentering school,
including youth returning to school from a correctional or other
facility operated for delinquent youth;
‘‘(3) the establishment or expansion of work-study, appren-
tice, or internship programs;
‘‘(4) the use of resources of the community, including
contracting with public or private entities or community-based
organizations of demonstrated performance, to provide services
to the grant recipient or the target population;
‘‘(5) the evaluation and revision of program placement of
students at risk;
‘‘(6) the evaluation of program effectiveness of dropout pro-
grams;
‘‘(7) the development and implementation of programs for
traditionally underserved groups of students;
‘‘(8) the implementation of activities which will improve
student motivation and the school learning environment;
‘‘(9) the provision of training for school personnel on strate-
gies and techniques designed to—
‘‘(A) identify children at risk of dropping out of school;
‘‘(B) intervene in the instructional program for such
children with support and remedial services;
‘‘(C) develop realistic expectations for student perform-
ance; and
‘‘(D) improve student-staff interactions;
‘‘(10) the study of the relationship between drugs and school
dropouts and between youth gangs and school dropouts, and
the coordination of dropout prevention and reentry programs
with appropriate drug prevention and community organizations
for the prevention of youth gangs;
‘‘(11) the study of the relationship between disabling condi-
tions and student dropouts;
‘‘(12) the study of the relationship between the dropout
rate for gifted and talented students compared to the dropout
rate for the general student enrollment;
‘‘(13) the use of educational telecommunications and broad-
casting technologies and educational materials designed to
extend, motivate, and reinforce school, community, and home
dropout prevention and reentry activities;
‘‘(14) the development and implementation of efforts to
identify and address factors in a student’s decision to drop
out of school that are related to gender and family roles, includ-
ing activities and services designed to meet the needs of preg-
nant and parenting teenagers;
‘‘(15) the provision of other educational, occupational and
testing services and activities which directly relate to the pur-
pose of this part;
‘‘(16) activities which offer jobs and college admissions for
successful completion of the program for which assistance is
sought;
‘‘(17) summer employment programs;
‘‘(18) occupational training programs;
‘‘(19) career opportunity and skills counseling;
‘‘(20) job placement services;
H. R. 6—189
‘‘(21) the development of skill employment competency test-
ing programs;
‘‘(22) special school staff training projects; and
‘‘(23) mentoring programs.
‘‘SEC. 5306. DISTRIBUTION OF ASSISTANCE; LIMITATION ON COSTS.
‘‘(a) DISTRIBUTION OF ASSISTANCE.—The Secretary shall ensure
that, to the extent practicable, in approving grant applications
under this part—
‘‘(1) grants are equitably distributed on a geographic basis
within each category set forth in section 5303(a);
‘‘(2) the amount of a grant to a local educational agency
or an educational partnership for a fiscal year is proportionate
to the extent and severity of the local school dropout problem;
‘‘(3) not less than 30 percent of the amount available for
grants in each fiscal year is used for activities relating to
school dropout prevention; and
‘‘(4) not less than 30 percent of the amount available for
grants in each fiscal year is used for activities relating to
persuading school dropouts to return to school and assisting
former school dropouts with specialized services once school
dropouts return to school.
‘‘(b) ADMINISTRATIVE COSTS.—Not more than five percent of
any grant made under this part may be used for administrative
costs.
‘‘SEC. 5307. REPORTS.
‘‘(a) ANNUAL REPORTS.—The Secretary shall submit to the Con-
gress a report by January 1 of each year, beginning on January
1, 1995, which sets forth the progress of the Commissioner of
Education Statistics, established under section 403(b) of the
National Education Statistics Act of 1994, to implement a definition
and data collection process for school dropouts in elementary and
secondary schools, including statistical information for the number
and percentage of elementary and secondary school students by
gender, race, and ethnic origin who drop out of school each year,
including dropouts—
‘‘(1) throughout the Nation by rural and urban location
as defined by the Secretary; and
‘‘(2) in each of the individual States and the District of
Columbia.
‘‘(b) RECOMMENDATIONS.—The report under subsection (a) shall
also contain recommendations on ways in which the Federal Govern-
ment, States and localities can further support the implementation
of an effective methodology to accurately measure school dropout
and retention rates on the national, State, and local levels.
‘‘SEC. 5308. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $50,000,000 for fiscal
year 1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this part.
H. R. 6—190
‘‘TITLE VI—INNOVATIVE EDUCATION
PROGRAM STRATEGIES
‘‘SEC. 6001. FINDINGS AND STATEMENT OF PURPOSE.
‘‘(a) FINDINGS.—The Congress finds that chapter 2 of title I
of this Act (as such chapter was in effect on the day preceding
the date of enactment of the Improving America’s Schools Act
of 1994) has been successful in achieving the goals of increasing
local flexibility, reducing administrative burden, providing services
for private school students, encouraging innovation, and contribut-
ing to the improvement of elementary and secondary educational
programs.
‘‘(b) STATEMENT OF PURPOSE.—It is the purpose of programs
under this title—
‘‘(1) to support local education reform efforts which are
consistent with and support statewide reform efforts under
Goals 2000: Educate America Act;
‘‘(2) to support State and local efforts to accomplish the
National Education Goals;
‘‘(3) to provide funding to enable State and local educational
agencies to implement promising educational reform programs;
‘‘(4) to provide a continuing source of innovation, and edu-
cational improvement, including support for library services
and instructional and media materials; and
‘‘(5) to meet the special educational needs of at risk and
high cost students.
‘‘(c) STATE AND LOCAL RESPONSIBILITY.—The basic responsibil-
ity for the administration of funds made available under this title
is within the State educational agencies, but it is the intent of
Congress that the responsibility be carried out with a minimum
of paperwork and that the responsibility for the design and
implementation of programs assisted under this title will be mainly
that of local educational agencies, school superintendents and prin-
cipals, and classroom teachers and supporting personnel, because
such agencies and individuals have the most direct contact with
students and are most likely to be able to design programs to
meet the educational needs of students in their own school districts.
‘‘SEC. 6002. AUTHORIZATION OF APPROPRIATIONS; DURATION OF
ASSISTANCE.
‘‘(a) AUTHORIZATION.—To carry out the purposes of this title,
there are authorized to be appropriated $370,000,000 for fiscal
year 1995 and such sums as may be necessary for each of the
four succeeding fiscal years.
‘‘(b) DURATION OF ASSISTANCE.—During the period beginning
October 1, 1994, and ending September 30, 1999, the Secretary
shall, in accordance with the provisions of this title, make payments
to State educational agencies for the purpose of this title.
‘‘SEC. 6003. DEFINITION.
‘‘For the purposes of this title the term ‘effective schools pro-
grams’ means school-based programs that may encompass preschool
through secondary school levels and that have the objectives of
(1) promoting school-level planning, instructional improvement, and
staff development, (2) increasing the academic achievement levels
of all children and particularly educationally disadvantaged chil-
H. R. 6—191
dren, and (3) achieving as ongoing conditions in the school the
following factors identified through effective schools research as
distinguishing effective from ineffective schools:
‘‘(A) Strong and effective administrative and instructional
leadership that creates consensus on instructional goals and
organizational capacity for instructional problem solving.
‘‘(B) Emphasis on the acquisition of basic and higher order
skills.
‘‘(C) A safe and orderly school environment that allows
teachers and pupils to focus their energies on academic achieve-
ment.
‘‘(D) A climate of expectation that virtually all children
can learn under appropriate conditions.
‘‘(E) Continuous assessment of students and programs to
evaluate the effects of instruction.
‘‘PART A—STATE AND LOCAL PROGRAMS
‘‘SEC. 6101. ALLOTMENT TO STATES.
‘‘(a) RESERVATIONS.—From the sums appropriated to carry out
this title in any fiscal year, the Secretary shall reserve not to
exceed one percent for payments to outlying areas to be allotted
in accordance with their respective needs.
‘‘(b) ALLOTMENT.—From the remainder of such sums, the Sec-
retary shall allot to each State an amount which bears the same
ratio to the amount of such remainder as the school-age population
of the State bears to the school-age population of all States, except
that no State shall receive less than an amount equal to one-
half of one percent of such remainder.
‘‘(c) DEFINITIONS.—For purposes of this part:
‘‘(1) The term ‘school-age population’ means the population
aged 5 through 17.
‘‘(2) The term ‘States’ includes the 50 States, the District
of Columbia, and the Commonwealth of Puerto Rico.
‘‘SEC. 6102. ALLOCATION TO LOCAL EDUCATIONAL AGENCIES.
‘‘(a) DISTRIBUTION RULE.—From the sums made available each
year to carry out this title, the State educational agency shall
distribute not less than 85 percent to local educational agencies
within such State according to the relative enrollments in public
and private, nonprofit schools within the school districts of such
agencies, adjusted, in accordance with criteria approved by the
Secretary, to provide higher per pupil allocations to local educational
agencies which have the greatest numbers or percentages of chil-
dren whose education imposes a higher than average cost per
child, such as—
‘‘(1) children living in areas with high concentrations of
low-income families;
‘‘(2) children from low-income families; and
‘‘(3) children living in sparsely populated areas.
‘‘(b) CALCULATION OF ENROLLMENTS.—
‘‘(1) IN GENERAL.—The calculation of relative enrollments
under subsection (a) shall be on the basis of the total of—
‘‘(A) the number of children enrolled in public schools;
and
‘‘(B) the number of children enrolled in private non-
profit schools that desire that their children participate