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pitalization for alcohol overdoses, trouble with police,
injury, missed classes, and academic failure.
(7) The secondhand effects of student alcohol con-
sumption range from assault, property damage, and
unwanted sexual advances, to interruptions in study
or sleep, or having to ‘‘babysit’’ another student who
drank too much.
(8) Campus binge drinking can also lead to the
death of our Nation’s young and promising students.
(c) SENSE OF CONGRESS.—It is the sense of Congress
that, in an effort to change the culture of alcohol consump-
tion on college campuses, all institutions of higher edu-
cation should carry out the following:
(1) The president of the institution should ap-
point a task force consisting of school administrators,
faculty, students, Greek system representatives, and
others to conduct a full examination of student and
academic life at the institution. The task force should
make recommendations for a broad range of policy
and program changes that would serve to reduce alco-
hol and other drug-related problems. The institution
should provide resources to assist the task force in
promoting the campus policies and proposed environ-
mental changes that have been identified.
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(2) The institution should provide maximum op-
portunities for students to live in an alcohol-free envi-
ronment and to engage in stimulating, alcohol-free
recreational and leisure activities.
(3) The institution should enforce a ‘‘zero toler-
ance’’ policy on the illegal consumption of alcohol by
students at the institution.
(4) The institution should vigorously enforce the
institution’s code of disciplinary sanctions for those
who violate campus alcohol policies. Students with al-
cohol or other drug-related problems should be referred
for appropriate assistance.
(5) The institution should adopt a policy of
eliminating alcoholic beverage-related sponsorship of
on-campus activities. The institution should adopt
policies limiting the advertisement and production of
alcoholic beverages on campus.
(6) The institution should work with the local
community, including local businesses, in a ‘‘Town/
Gown’’ alliance to encourage responsible policies to-
ward alcohol consumption and to address illegal alco-
hol use by students.
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SEC. 799. SENSE OF THE SENATE REGARDING HIGHER EDU-
CATION.
(a) FINDINGS.—The Senate makes the following find-
ings:
(1) Higher education must be kept affordable for
all families as the number of students attending insti-
tutions of higher education in the 1995–1996 aca-
demic year reached 19,400,000 students at all levels.
(2) According to the College Board’s Annual
Survey of Colleges, 1997–1998 undergraduate students
at United States colleges will pay on average, ap-
proximately 5 percent more for the 1997–1998 aca-
demic year in tuition and fees at 4-year institutions
of higher education than the students paid for the
1996–1997 academic year, and from 2 to 4 percent
more for the 1997–1998 academic year in tuition and
fees at 2-year institutions of higher education than
the students paid for the 1996–1997 academic year.
(3) From academic years 1980–1981 to academic
years 1994–1995, tuition at 4-year public colleges
and universities increased 234 percent, while median
household income rose only 82 percent, and as a re-
sult, families now spend nearly twice as much of their
income on college tuition as families did in 1980.
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(4) A college education has become less affordable
as undergraduate public school tuition has increased
substantially in the years preceding 1998.
(5) In the 1997–1998 school year, average under-
graduate tuition and fees—
(A) for public 4-year institutions of higher
education were $3,111, representing a 97 percent
increase from the 1988–1989 school year; and
(B) for private 4-year institutions of higher
education were $13,664, representing an increase
of 71 percent from the 1988–1989 school year.
(6) In the 1996–1997 academic year—
(A) over $580,000,000 in Federal Supple-
mental Educational Opportunity Grants were
disbursed to more than 990,000 students;
(B) $760,000,000 in Federal funds sup-
ported more than 700,000 students in the Fed-
eral Work-Study Program; and
(C) more than 700,000 students borrowed
approximately $940,000,000 in Federal Perkins
Loans.
(7) In the 1996–1997 academic year, Federal
loan programs provided over $30,000,000,000 in fi-
nancial aid to students.
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(8) Student financial aid in the form of loans is
disproportionate to the amount of financial aid re-
ceived through grants. In 1980, approximately 40
percent of Federal student financial aid was distrib-
uted through loans. In the 1996–1997 academic year,
60 percent of Federal, State, and institutional student
financial aid was distributed through loans.
(9) As the proportion of Federal grants continues
to decline, students and families will have to consider
alternative ways to finance a college education.
(10) In the 1970s, Federal Pell Grants financed
3⁄4 of the costs at a public 4-year institution of higher
education and 1⁄3 of the costs at a private 4-year in-
stitution of higher education. In contrast, in the
1996–1997 academic year, Federal Pell Grants fi-
nanced 1⁄3 of the costs at a 4-year public institution
of higher education and 1⁄7 of the costs at a private
4-year institution of higher education.
(11) While student dependence on Federal loans
programs has increased, the default rate on those
loans has decreased. According to the Department of
Education, in fiscal year 1990, the national default
rate on federally insured student loans was 22.4 per-
cent. In fiscal year 1994, the national default rate de-
clined to 10.4 percent.
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(12) The National Commission on the Cost of
Higher Education concluded in the report of the Na-
tional Commission that Federal student aid grants
have not contributed to increases in tuition while the
evidence is inconclusive regarding the impact of Fed-
eral student loans on increases in tuition.
(b) SENSE OF THE SENATE.—It is the sense of the Sen-
ate that—
(1) the cost of tuition at institutions of higher
education continues to increase at a rate above the
Consumer 
Price 
Index, 
affecting 
the 
nearly
20,000,000 students at all levels, resulting in an in-
crease in the number of students seeking Federal loans
and Federal grants;
(2) efforts should be made to address the dis-
proportionate share of Federal student aid in the
form of Federal student loans compared to Federal
student grants available for students at institutions of
higher education; and
(3) Federal incentives provided to public and
private institutions of higher education may be an ef-
fective way to limit tuition growth.
SEC. 799A. SENSE OF CONGRESS REGARDING TEACHER
EDUCATION.
(a) FINDINGS.—Congress finds that—
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(1) the education of teachers is a university-wide
responsibility requiring the integration of subject
matter and teacher education course work across fac-
ulties with multiple site-based clinical learning expe-
riences;
(2) teachers well prepared in both subject matter
and good professional practice are essential to raising
the achievement levels of our Nation’s students, espe-
cially in mathematics and the sciences;
(3) teacher educators, substantive experts, and
kindergarten through grade 12 teachers need to inter-
act with one another through shared experiences that
incorporate school-site-based knowledge into the teach-
er preparation curriculum;
(4) partnerships between practitioners and aca-
demics working together in all phases of teacher edu-
cation improve the quality of such education and cre-
ate incentives for teachers to pursue excellence in their
teaching;
(5) individuals may be more likely to choose
teaching as a career if more flexible teacher prepara-
tion programs, tailored to the needs and experiences
of the individuals, with multiple entry points and
pathways into the teaching profession, are made
available;
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(6) strong leadership skills of school principals
are essential to improving the quality of teaching and
academic achievement of all students;
(7) collaboration among teacher educators, other
university faculty, elementary and secondary schools,
and community colleges facilitate, strengthen, and
renew all the individuals and entities participating
in the collaboration.
(b) SENSE OF CONGRESS.—It is the sense of Congress
that—
(1) Federal programs, including the Federal
Work-Study Programs, should encourage students,
particularly prospective teachers, to become involved
in supervised tutoring and mentoring activities in
kindergarten through grade 12 schools;
(2) institutions of higher education, kindergarten
through grade 12 schools, local educational agencies,
States, and the Department of Education should enter
into partnerships to identify and prepare promising
candidates as future education leaders and to provide
continuing professional development opportunities to
current principals and other education leaders;
(3) options for access to teacher preparation pro-
grams and new avenues to careers in teaching should
be expanded to reach professionals seeking second ca-
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reers and individuals whose prior experiences encom-
pass critical subject areas such as mathematics and
the sciences;
(4) partnerships between institutions of higher
education and kindergarten through grade 12 schools
should emphasize contacts between faculty and the
business community to align expectations for aca-
demic achievement to create a more seamless transi-
tion for students from secondary to postsecondary
schools and to the workplace; and
(5) Congress should focus on identifying, rep-
licating, and facilitating the expansion of exemplary
partnerships between institutions of higher education
and kindergarten through grade 12 schools, with par-
ticular emphasis on partnerships targeted toward fos-
tering excellence in kindergarten through grade 12
school leadership, attracting and preparing qualified
professionals for new careers in teaching, helping
teachers incorporate technology into curricula, and
aligning the curricula and expectations for student
achievement in secondary schools and institutions of
higher education, and for the workplace.
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SEC. 799B. LIAISON FOR PROPRIETARY INSTITUTIONS OF
HIGHER EDUCATION.
Title II of the Department of Education Organization
Act (20 U.S.C. 3411 et seq.) is amended by adding at the
end the following:
‘‘SEC. 219. LIAISON FOR PROPRIETARY INSTITUTIONS OF
HIGHER EDUCATION.
‘‘(a) ESTABLISHMENT.—There shall be in the Depart-
ment a Liaison for Proprietary Institutions of Higher Edu-
cation, who shall be an officer of the Department appointed
by the Secretary.
‘‘(b) APPOINTMENT.—The Secretary shall appoint, not
later than 6 months after the date of enactment of the High-
er Education Amendments of 1998 a Liaison for Propri-
etary Institutions of Higher Education who shall be a per-
son who—
‘‘(1) has attained a certificate or degree from a
proprietary institution of higher education; or
‘‘(2) has been employed in a proprietary institu-
tion setting for not less than 5 years.
‘‘(c) DUTIES.—The Liaison for Proprietary Institu-
tions of Higher Education shall—
‘‘(1) serve as the principal advisor to the Sec-
retary on matters affecting proprietary institutions of
higher education;
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‘‘(2) provide guidance to programs within the
Department that involve functions affecting propri-
etary institutions of higher education; and
‘‘(3) work with the Federal Interagency Commit-
tee on Education to improve the coordination of—
‘‘(A) the outreach programs in the numer-
ous Federal departments and agencies that ad-
minister education and job training programs;
‘‘(B) collaborative business and education
partnerships; and
‘‘(C) education programs located in, and in-
volving, rural areas.’’.
SEC 799C. EXPANSION OF EDUCATIONAL OPPORTUNITIES
FOR WELFARE RECIPIENTS.
(a) 24 MONTHS OF POSTSECONDARY EDUCATION AND
VOCATIONAL EDUCATIONAL TRAINING MADE PERMISSIBLE
WORK ACTIVITIES.—Section 407(d)(8) of the Social Secu-
rity Act (42 U.S.C. 607(d)(8)) is amended to read as fol-
lows:
‘‘(8) postsecondary education and vocational
educational training (not to exceed 24 months with
respect to any individual);’’.
(b) MODIFICATIONS TO THE EDUCATIONAL CAP.—
(1) REMOVAL OF TEEN PARENTS FROM 30 PER-
CENT LIMITATION.—Section 407(c)(2)(D) of the Social
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Security Act (42 U.S.C. 607(c)(2)(D)) is amended by
striking ‘‘, or (if the month is in fiscal year 2000 or
thereafter) deemed to be engaged in work for the
month by reason of subparagraph (C) of this para-
graph’’.
(2) EXTENSION OF CAP TO POSTSECONDARY EDU-
CATION.—Section 407(c)(2)(D) of the Social Security
Act (42 U.S.C. 607(c)(2)(D)) is amended by striking
‘‘vocational educational training’’ and inserting
‘‘training described in subsection (d)(8)’’.
SEC. 799D. ALCOHOL OR DRUG POSSESSION DISCLOSURE.
Nothing in this Act shall be construed to prohibit an
institution of postsecondary education from disclosing, to
a parent of a student, information regarding violation of
any Federal, State, or local laws governing the use or pos-
session of alcohol or drugs, whether or not that information
is contained in the student’s education records, if the stu-
dent is under the age of 21.
SEC. 799E. RELEASE OF CONDITIONS, COVENANTS, AND RE-
VERSIONARY INTERESTS, GUAM COMMUNITY
COLLEGE CONVEYANCE, BARRIGADA, GUAM.
(a) RELEASE.—The Secretary of Education shall re-
lease all conditions and covenants that were imposed by the
United States, and the reversionary interests that were re-
tained by the United States, as part of the conveyance of
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a parcel of Federal surplus property located in Barrigada,
Guam, consisting of approximately 314.28 acres and known
as 
Naval 
Communications 
Area 
Master 
Station,
WESTPAC, parcel IN, which was conveyed to the Guam
Community College pursuant to—
(1) the quitclaim deed dated June 8, 1990, con-
veying 61.45 acres, between the Secretary, acting
through the Administrator for Management Services,
and the Guam Community College, acting through its
Board of Trustees; and
(2) the quitclaim deed dated June 8, 1990, con-
veying 252.83 acres, between the Secretary, acting
through the Administrator for Management Services,
and the Guam Community College, acting through its
Board of Trustees, and the Governor of Guam.
(b) CONSIDERATION.—The Secretary shall execute the
release of the conditions, covenants, and reversionary inter-
ests under subsection (a) without consideration.
(c) INSTRUMENT OF RELEASE.—The Secretary shall
execute and file in the appropriate office or offices a deed
of release, amended deed, or other appropriate instrument
effectuating the release of the conditions, covenants, and re-
versionary interests under subsection (a).
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SEC. 799F. SENSE OF CONGRESS REGARDING GOOD CHAR-
ACTER.
(a) FINDINGS.—Congress finds that—
(1) the future of our Nation and world will be
determined by the young people of today;
(2) record levels of youth crime, violence, teenage
pregnancy, and substance abuse indicate a growing
moral crisis in our society;
(3) character development is the long-term proc-
ess of helping young people to know, care about, and
act upon such basic values as trustworthiness, respect
for self and others, responsibility, fairness, compas-
sion, and citizenship;
(4) these values are universal, reaching across
cultural and religious differences;
(5) a recent poll found that 90 percent of Ameri-
cans support the teaching of core moral and civic val-
ues;
(6) parents will always be children’s primary
character educators;
(7) good moral character is developed best in the
context of the family;
(8) parents, community leaders, and school offi-
cials are establishing successful partnerships across
the Nation to implement character education pro-
grams;
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(9) character education programs also ask par-
ents, faculty, and staff to serve as role models of core
values, to provide opportunities for young people to
apply these values, and to establish high academic
standards that challenge students to set high goals,
work to achieve the goals, and persevere in spite of
difficulty;
(10) the development of virtue and moral char-
acter, those habits of mind, heart, and spirit that help
young people to know, desire, and do what is right,
has historically been a primary mission of colleges
and universities; and
(11) the Congress encourages parents, faculty,
and staff across the Nation to emphasize character de-
velopment in the home, in the community, in our
schools, and in our colleges and universities.
(b) SENSE OF CONGRESS.—It is the sense of Congress
that Congress should support and encourage character
building initiatives in schools across America and urge col-
leges and universities to affirm that the development of
character is one of the primary goals of higher education.
Attest:
Secretary.
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