I
106TH CONGRESS
1ST SESSION
H. R. 2505
To amend the Elementary and Secondary Education Act of 1965 and the
National Education Statistics Act of 1994 to ensure that elementary
and secondary schools prepare girls to compete in the 21st century,
and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
JULY 14, 1999
Mr. KILDEE (for himself, Mrs. JOHNSON of Connecticut, Ms. WOOLSEY, Mrs.
MORELLA, Mrs. MALONEY of New York, Mr. CLAY, Mr. GEORGE MILLER
of California, Mr. MARTINEZ, Mrs. MINK of Hawaii, Mrs. MCCARTHY of
New York, Ms. SANCHEZ, Ms. DELAURO, Mrs. LOWEY, Mr. HOYER, Ms.
PELOSI, Ms. MILLENDER-MCDONALD, Ms. KILPATRICK, Mrs. CAPPS, Ms.
NORTON, and Ms. BALDWIN) introduced the following bill; which was re-
ferred to the Committee on Education and the Workforce
A BILL
To amend the Elementary and Secondary Education Act
of 1965 and the National Education Statistics Act of
1994 to ensure that elementary and secondary schools
prepare girls to compete in the 21st century, and for
other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ‘‘Educating America’s
Girls Act’’.
SEC. 2. EDUCATION TECHNOLOGY.
(a) TEACHER
TECHNOLOGY
TRAINING
AMEND-
MENTS.—
(1) STATEMENT OF PURPOSE FOR TITLE I.—
Section 1001(d)(4) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C.
6301(d)(4)) is amended by inserting ‘‘, giving atten-
tion to the role technology can play in professional
development and improved teaching and learning’’
before the semicolon.
(2) 
SCHOOL
IMPROVEMENT.—Section
1116(c)(3) of such Act (20 U.S.C. 6317(c)(3)) is
amended by adding at the end the following:
‘‘(D) In carrying out professional develop-
ment under this paragraph a school shall give
attention to professional development that in-
corporates technology used to improve teaching
and learning.’’.
(3) 
PROFESSIONAL
DEVELOPMENT
ACTIVI-
TIES.—Section 1119(b) of such Act (20 U.S.C.
6320(b)) is amended—
(A) in paragraph (1)—
(i) in subparagraph (D), by striking
‘‘and’’ after the semicolon;
(ii) in subparagraph (E), by striking
the period and inserting ‘‘; and’’; and
(iii) by adding at the end the fol-
lowing:
‘‘(F) include instruction in the use of tech-
nology.’’; and
(B) in paragraph (2)—
(i) by striking subparagraph (D); and
(ii) by redesignating subparagraphs
(E) through (I) as subparagraphs (D)
through (H), respectively.
(4) PURPOSES FOR TITLE II.—Section 2002(2)
of such Act (20 U.S.C. 6602(2)) is amended—
(A) in subparagraph (E), by striking
‘‘and’’ after the semicolon;
(B) in subparagraph (F), by striking the
period and inserting ‘‘; and’’; and
(C) by adding at the end the following:
‘‘(G) uses technology to enhance the teach-
ing and learning process.’’.
(5) NATIONAL TEACHER TRAINING PROJECT.—
Section 2103(b)(2) of such Act (20 U.S.C.
6623(b)(2)) is amended by adding at the end the
following:
‘‘(J) Technology.’’.
(6) LOCAL
PLAN
AND
APPLICATION
FOR
IM-
PROVING
TEACHING
AND
LEARNING.—Section
2208(d)(1)(F) 
of 
such 
Act 
(20 
U.S.C.
6648(d)(1)(F)) is amended by inserting ‘‘, tech-
nologies,’’ after ‘‘strategies’’.
(7) 
AUTHORIZED
ACTIVITIES.—Section
2210(b)(2)(C) 
of 
such 
Act 
(20 
U.S.C.
6650(b)(2)(C)) is amended by striking ‘‘and prac-
tices’’ and inserting ‘‘practices, and technologies’’.
(8) HIGHER EDUCATION ACTIVITIES.—Section
2211(a)(1)(C) 
of 
such 
Act 
(20 
U.S.C.
6651(a)(1)(C)) is amended by inserting ‘‘, including
technological innovation,’’ after ‘‘innovation’’.
(9) SPECIAL CONSIDERATION FOR TITLES I, II,
AND
III.—Part E of title XIV of such Act (20
U.S.C. 8891 et seq.) is amended by adding at the
end the following:
‘‘SEC. 14515. SPECIAL CONSIDERATION FOR TITLES I, II,
AND III.
‘‘In carrying out titles I, II, and III the Secretary
shall take into special consideration the different learning
styles and different exposures to technology for girls, stu-
dents with disabilities, and students with limited English
proficiency.’’.
(b) TECHNOLOGY FOR EDUCATION.—
(1) LOCAL
APPLICATIONS.—Section 3135 of
such Act (20 U.S.C. 6845) is amended—
(A) in paragraph (1)—
(i) by redesignating subparagraphs
(C) through (H) as subparagraphs (D)
through (I), respectively;
(ii) by inserting after subparagraph
(B) the following:
‘‘(C) an explanation of how the local edu-
cational agency will take into special consider-
ation the different learning styles and different
exposures to technology for girls, students with
disabilities, and students with limited English
proficiency;’’; and
(iii) in subparagraph (F) (as redesig-
nated in clause (i)), by inserting ‘‘, includ-
ing those resources that will take into spe-
cial consideration the different learning
styles and different exposures to tech-
nology for girls, students with disabilities,
and students with limited English pro-
ficiency’’ before the semicolon;
(B) in paragraph (3)(B), by inserting
‘‘that takes into special consideration the dif-
ferent learning styles and different exposures to
technology for girls, students with disabilities,
and students with limited English proficiency’’
after ‘‘technology’’; and
(C) in paragraph (4)—
(i) in subparagraph (A), by striking
‘‘and’’ after the semicolon;
(ii) by redesignating subparagraph
(B) as subparagraph (C); and
(iii) by inserting after subparagraph
(A) the following:
‘‘(B) will take into special consideration
the different learning styles and different expo-
sures to technology for girls, students with dis-
abilities, and students with limited English pro-
ficiency; and’’.
(2) NATIONAL
CHALLENGE
GRANTS.—Section
3136 of such Act (20 U.S.C. 6846) is amended—
(A) in subsection (a), by adding after para-
graph (2) the following:
‘‘(3) SPECIAL
CONSIDERATION.—In awarding
grants under this section, the Secretary shall take
into special consideration the different learning
styles and different exposures to technology for girls,
students with disabilities, and students with limited
English proficiency.’’; and
(B) in subsection (c)—
(i) by redesignating paragraphs (3),
(4), and (5) as paragraphs (4), (5), and
(6), respectively;
(ii) by inserting after paragraph (2)
the following:
‘‘(3) the project will take into special consider-
ation the different learning styles and different expo-
sures to technology for girls, students with disabil-
ities, and students with limited English pro-
ficiency;’’; and
(iii) in paragraph (5) (as redesignated
by clause (i)), by inserting ‘‘for girls, stu-
dents with disabilities, and students with
limited English proficiency’’ after ‘‘sub-
section’’.
(3) REGIONAL TECHNICAL SUPPORT AND PRO-
FESSIONAL
DEVELOPMENT.—Section 3141(b) of
such Act (20 U.S.C. 6861(b)) is amended—
(A) in paragraph (1)(B), by striking
‘‘Goals and’’ and inserting ‘‘Goals, that pro-
mote equitable teaching methods, techniques,
and practices for girls, students with disabil-
ities, and students with limited English pro-
ficiency, and that’’; and
(B) in paragraph (2)—
(i) in subparagraph (B)—
(I) by redesignating clauses (ii)
and (iii) as clauses (iii) and (iv), re-
spectively; and
(II) by inserting after clause (i)
the following:
‘‘(ii) provide equitable teaching meth-
ods, techniques and practices for girls, stu-
dents with disabilities, and students with
limited English proficiency, based on es-
tablished research;’’; and
(ii) in subparagraph (E), by inserting
‘‘, including girls, students with disabil-
ities, and students with limited English
proficiency’’ after ‘‘region’’.
(4) EDUCATIONAL TECHNOLOGY PRODUCT DE-
VELOPMENT.—Section 3151 of such Act (20 U.S.C.
6871) is amended—
(A) in subsection (b)(5)—
(i) by redesignating subparagraphs
(E), (F), (G), (H), and (I) as subpara-
graphs (F), (G), (H), (I), and (J), respec-
tively; and
(ii) by inserting after subparagraph
(D) the following:
‘‘(E) take into special consideration the
different learning styles and different exposures
to technology for girls, students with disabil-
ities, and students with limited English pro-
ficiency;’’;
(B) by redesignating subsections (c) and
(d) as subsections (d) and (e), respectively; and
(C) by inserting after subsection (b) the
following:
‘‘(c) SPECIAL CONSIDERATION.—In approving grants
under this section, the Secretary shall take into special
consideration the different learning styles and different ex-
posures to technology for girls, students with disabilities,
and students with limited English proficiency.’’.
(5) 
STAR
SCHOOLS
GRANTS.—Section
3204(a)(2) of such Act (20 U.S.C. 6894(a)(2)) is
amended by inserting ‘‘that takes into special con-
sideration the different learning styles and different
exposures to technology for girls, students with dis-
abilities, and students with limited English pro-
ficiency’’ after ‘‘programming’’.
(c) FUND FOR THE IMPROVEMENT OF EDUCATION.—
Section 10101(b)(1)(M) of such Act (20 U.S.C.
8001(b)(1)(M)) is amended by inserting ‘‘, and programs
designed to promote education technology that take into
special consideration the different learning styles and dif-
ferent exposures to technology for girls, students with dis-
abilities, and students with limited English proficiency,’’
after ‘‘gender equity in education’’.
SEC. 3. TEACHER TRAINING IN TECHNOLOGY.
(a) PURPOSE.—It is the purpose of this section to
assist consortia of public and private entities in carrying
out projects that prepare prospective elementary school
and secondary school teachers to use advanced technology
to foster learning environments conducive to preparing all
students to achieve to challenging State and local content
and student performance standards.
(b) PROGRAM AUTHORITY.—
(1) IN GENERAL.—The Secretary, through the
Office of Educational Technology, is authorized to
award grants to and enter into contracts or coopera-
tive agreements with eligible consortia to assist the
eligible consortia in developing or redesigning teach-
er preparation programs that enable prospective ele-
mentary school and secondary school teachers to use
technology effectively in their classrooms. The Sec-
retary shall award the grants, contracts and cooper-
ative agreements on a competitive basis.
(2) PERIOD OF AWARD.—The Secretary may
award grants and enter into contracts or cooperative
agreements under this section for a period of not
more than 5 years.
(c) ELIGIBILITY.—
(1) DEFINITION OF ELIGIBLE CONSORTIUM.—
In this section, the term ‘‘eligible consortium’’
means a consortium that includes—
(A) at least 1 institution of higher edu-
cation that offers a baccalaureate degree and
prepares elementary school and secondary
school teachers for their initial entry into teach-
ing;
(B) at least 1 State educational agency or
local educational agency; and
(C) may include 1 of the following entities:
(i) an institution of higher education
(other than the institution described in
subparagraph (A));
(ii) a school or department of edu-
cation at an institution of higher edu-
cation;
(iii) a school or college of arts and
sciences at an institution of higher edu-
cation; and
(iv) a professional association, founda-
tion, museum, library, for-profit business,
public or private nonprofit organization,
community-based organization, or other
entity with the capacity to contribute to
the technology-related reform of teacher
preparation programs.
(2) APPLICATION REQUIREMENTS.—In order to
receive a grant or enter into a contract or coopera-
tive agreement under this section, an eligible consor-
tium shall submit an application to the Secretary at
such time, in such manner and containing such in-
formation as the Secretary may require. The appli-
cation shall include—
(A) a description of the proposed project,
including how the project will ensure that indi-
viduals participating in the project will be pre-
pared to use technology to create learning envi-
ronments conducive to preparing all students to
achieve to challenging State and local content
and student performance standards;
(B) a demonstration of—
(i) the commitment, including the fi-
nancial commitment, of each of the mem-
bers of the eligible consortium; and
(ii) the active support of the leader-
ship of each member of the eligible consor-
tium for the proposed project;
(C) a description of how each member of
the eligible consortium will be included in
project activities;
(D) a description of how the project will
continue after the Federal funding awarded
under this section terminates; and
(E) a plan for the evaluation of the
project, which shall include benchmarks to mon-
itor progress toward specific project objectives.
(3) MATCHING REQUIREMENTS.—
(A) IN GENERAL.—The Federal share of
the cost of any project funded under this sec-
tion shall not exceed 50 percent. Except as pro-
vided in subparagraph (B), the non-Federal
share of such project may be in cash or in kind,
fairly evaluated, including services.
(B) ACQUISITION
OF
EQUIPMENT.—Not
more than 10 percent of the funds awarded for
a project under this section may be used to ac-
quire equipment, networking capabilities or in-
frastructure, and the non-Federal share of the
cost of any such acquisition shall be in cash.
(d) USES OF FUNDS.—
(1) REQUIRED USES.—An eligible consortium
shall use funds provided under this section for—
(A) creating projects that enable prospec-
tive teachers to use advanced technology to cre-
ate learning environments conducive to pre-
paring all students to achieve to challenging
State and local content and student perform-
ance standards; and
(B) evaluating the effectiveness of the
project.
(2) PERMISSIBLE
USES.—An eligible consor-
tium may use funds provided under this section for
activities that carry out the purpose of this section,
such as—
(A) developing and implementing high-
quality teacher preparation programs that en-
able elementary school and secondary school
teachers to—
(i) learn the full range of resources
that can be accessed through the use of
technology;
(ii) integrate a variety of technologies
into the classroom in order to expand stu-
dents’ knowledge;
(e) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated to carry out this sub-
section $75,000,000 for fiscal year 2000 and such sums
as may be necessary for each of the 4 succeeding fiscal
years.
SEC. 4. GETTING OUR GIRLS READY FOR THE 21ST CEN-
TURY GRANTS.
Part A of title III of the Elementary and Secondary
Act of 1965 is amended by adding at the end the following
new subpart:
‘‘Subpart 5—Grants to Schools
‘‘SEC. 3161. SHORT TITLE.
‘‘This subpart may be cited as the ‘Getting Our Girls
Ready for the 21st Century Act (Go Girl Act)’.
‘‘SEC. 3162. FINDINGS.
‘‘Congress finds the following:
‘‘(1) Women have historically been underrep-
resented in mathematics, science, and technology oc-
cupations.
‘‘(2) Female students take fewer high-level
mathematics and science courses in high school than
male students.
‘‘(3) Female students take far fewer advanced
computer classes and tend to take only the basic
data entry and word processing classes compared to
courses that male students take.
‘‘(4) Female students earn fewer bachelors,
masters, and doctoral degrees in mathematics,
science, and technology than male students.
‘‘(5) Early career exploration is key to choosing
a career.
‘‘(6) Teachers’ attitudes, methods of teaching,
and classroom atmosphere affect females’ interest in
nontraditional fields.
‘‘(7) Stereotypes about appropriate careers for
females, a lack of female role models, and a lack of
basic career information significantly deters girls’ in-
terest in mathematics, science, and technology ca-
reers.
‘‘(8) Females consistently rate themselves sig-
nificantly lower than males in computer ability.
‘‘(9) By the year 2000, 65 percent of all jobs
will require technological skills.
‘‘(10) Limited access is a hurdle faced by fe-
males seeking jobs in mathematics, science, and
technology.
‘‘(11) Common recruitment and hiring practices
make extensive use of traditional networks that
often overlook females.
‘‘SEC. 3163. PROGRAM AUTHORITY.
‘‘(a) IN GENERAL.—The Secretary is authorized to
provide grants to and enter into contracts or cooperative
agreements with local educational agencies to provide sub-
grants to elementary and secondary schools to encourage
the ongoing interest of girls in science, mathematics, and
technology and to prepare girls to pursue undergraduate
and graduate degrees and careers in science, mathematics,
or technology.
‘‘(b) APPLICATION.—
‘‘(1) IN GENERAL.—To be eligible to receive a
grant under this subpart, a local educational agency
shall submit an application to the Secretary at such
time, in such form, and containing such information
as the Secretary may reasonably require.
‘‘(2) CONTENTS.—The application referred to
in paragraph (1) shall contain, at a minimum, the
following:
‘‘(A) A specific program description, in-
cluding the content of the program and the re-
search and models used to design the program.
‘‘(B) A description of the collaboration be-
tween elementary and secondary schools to ful-
fill goals of the program.
‘‘(C) An explanation regarding the recruit-
ment and selection of participants.
‘‘(D) A description of the instructional and
motivational activities planned to be used.
‘‘(E) An evaluation plan.
‘‘SEC. 3164. ELEMENTARY SCHOOL PROGRAM.
‘‘(a) SELECTION.—Local educational agencies shall
select elementary schools to provide services that—
‘‘(1) encourage girls in grades 4 and higher to
enjoy and pursue studies in science, mathematics,
and technology;
‘‘(2) acquaint girls in grades 4 and higher with
careers in science, mathematics, and technology; and
‘‘(3) educate the parents of girls in grades 4
and higher about the difficulties faced by girls to
maintain an interest and desire to achieve in science,
mathematics, and technology and enlist the help of
the parents in overcoming these difficulties.
‘‘(b) USES OF FUNDS.—An elementary school that
receives a subgrant under this subpart may use such funds
for the following:
‘‘(1) Tutoring in reading, science, mathematics,
and technology.
‘‘(2) Mentoring relationships, both in-person
and through the Internet.
‘‘(3) To pay the costs of attending events and
academic programs in science, mathematics, and
technology.
‘‘(4) After-school activities designed to encour-
age the interest of girls in grades 4 and higher in
science, mathematics, and technology.
‘‘(5) Summer programs designed to encourage
interest in and develop skills in science, mathe-
matics, and technology.
‘‘(6) Purchasing software designed for girls, or
designed to encourage girls’ interest in science,
mathematics, and technology.
‘‘(7) Field trips to locations that educate and
encourage girls’ interest in science, mathematics,
and technology.
‘‘(8) Field trips to locations that acquaint girls
with careers in science, mathematics, and tech-
nology.
‘‘(9) Purchasing and disseminating information
to parents of girls in grades 4 and higher that will
help parents to encourage their daughters’ interest
in science, mathematics, and technology.
‘‘SEC. 3165. SECONDARY SCHOOL PROGRAM.
‘‘(a) SUBGRANTS TO SECONDARY SCHOOLS.—Local
educational agencies shall select secondary schools to pro-
vide services that—
‘‘(1) encourage girls in grades 9 and higher to
major in science, mathematics, and technology in a
postsecondary institution;
‘‘(2) provide academic advice and assistance in
high school course selection;
‘‘(3) encourage girls in grades 9 and higher to
plan for careers in science, mathematics, and tech-
nology; and
‘‘(4) educate the parents of girls in grades 9
and higher about the difficulties faced by girls to
maintain an interest and desire to achieve in science,
mathematics, and technology and enlist the help of
the parents in overcoming these difficulties.
‘‘(b) USES OF FUNDS.—A secondary school that re-
ceives a subgrant under this subpart may use such funds
for the following:
‘‘(1) Tutoring in science, mathematics, and
technology.
‘‘(2) Mentoring relationships, both in-person
and through the Internet.
‘‘(3) To pay the costs of attending events and
academic programs in science, mathematics, and
technology.
‘‘(4) To pay 50 percent of the cost of an intern-
ship in science, mathematics, or technology.
‘‘(5) After-school activities designed to encour-
age the interest of girls in grades 9 and higher in
science, mathematics, and technology, including the
cost of that portion of a staff salary to supervise
these activities.
‘‘(6) Summer programs designed to encourage
interest in and develop skills in science, mathe-
matics, and technology.
‘‘(7) Purchasing software designed for girls, or
designed to encourage girls’ interest in science,
mathematics, and technology.
‘‘(8) Field trips to locations that educate and
encourage girls’ interest in science, mathematics,
and technology.
‘‘(9) Field trips to locations that acquaint girls
with careers in science, mathematics, and tech-
nology.
‘‘(10) Visits to institutions of higher education
to acquaint girls with college-level programs in
science, mathematics, or technology, and to meet
with educators and female college students who will
encourage them to pursue degrees in science, mathe-
matics, and technology.
‘‘SEC. 3166. DEFINITIONS.
‘‘In this subpart:
‘‘(1) The term ‘local educational agency’ has
the same meaning given such term in section 14101
of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 8801), except that in the case of
Hawaii, the District of Columbia, and the Common-
wealth of Puerto Rico, the term ‘local educational
agency’ shall be deemed to mean the State edu-
cational agency.
‘‘(2) The term ‘Secretary’ means the Secretary
of Education.
‘‘SEC. 3167. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of making grants and contracts
under this subpart, there are authorized to be appro-
priated $50,000,000 for fiscal year 2000 and such sums
as may be necessary for each of the 4 succeeding fiscal
years.’’.
SEC. 5. SCHOOL SAFETY FOR GIRLS.
(a) SEXUAL HARASSMENT PREVENTION TRAINING
GRANTS.—
(1) SHORT
TITLE.—This subsection may be
cited as the ‘‘Sexual Harassment Prevention Train-
ing Grants Act’’.
(2) FINDINGS.—Congress makes the following
findings:
(A) Sexual harassment in schools is an ille-
gal form of discrimination on the basis of sex
banned under title IX of the Education Amend-
ment of 1972.
(B) The vast majority of secondary school
students experience some form of sexual harass-
ment.
(C) Girls are disproportionately affected by
sexual harassment.
(D) The American Association of Univer-
sity Women Educational Foundation’s 1993
survey of 8th through 11th grade students on
sexual harassment in schools, entitled ‘‘Hostile
Hallways’’, found that—
(i) 85 percent of girls experienced
some form of sexual harassment;
(ii) 65 percent of girls who have been
harassed were harassed in the classroom;
and
(iii) 81 percent of girls who have been
harassed do not report the harassment to
adults.
(E) A 1996 University of Michigan study
showed that sexual harassment can result in
academic problems such as paying less atten-
tion in class. The study found that—
(i) 33 percent of girls do not want to
go to school at all due to the stress and
anxiety the girls suffer as a result of sex-
ual harassment; and
(ii) nearly 1 in 4 girls report that har-
assment caused the girls to stay home
from school or cut a class.
(F) Schools have not responded well to the
issue of sexual harassment.
(G) Few schools have or effectively enforce
sexual harassment policies.
(H) The least progress has been made in
the area of sexual harassment compared to any
other gender equity issue in education.
(3) STATEMENT OF PURPOSES.—It is the pur-
pose of this subsection to—
(A) train teachers and administrators in
identifying and preventing sexual harassment;
and
(B) reduce the incidence of sexual harass-
ment in elementary schools and secondary
schools.
(4) PROGRAM AUTHORITY; AUTHORIZATION OF
APPROPRIATIONS.—
(A) PROGRAM AUTHORITY.—The Secretary
is authorized to carry out a program of award-
ing grants to eligible grant recipients to enable
the eligible grant recipients to train teachers
and administrators in identifying and pre-
venting sexual harassment.
(B) ELIGIBLE
GRANT
RECIPIENTS.—The
Secretary is authorized to award grants under
this section to State educational agencies, local
educational agencies, or other private and pub-
lic agencies and organizations for the planning,
developing, or carrying out the activities de-
scribed in paragraph (1).
(C) 
AUTHORIZATION
OF
APPROPRIA-
TIONS.—There are authorized to be appro-
priated 
to 
carry 
out 
this 
subsection
$10,000,000 for fiscal year 2000, and such
sums as may be necessary for each of the 4
succeeding fiscal years.
(b) ESEA AMENDMENTS.—Title IV of such Act (20
U.S.C. 7101 et seq.) is amended—
(1) in section 4113(d)(2)(C)(ii) (20 U.S.C.
7113(d)(2)(C)(ii))—
(A) in subclause (VIII), by striking ‘‘and’’
after the semicolon;
(B) in subclause (IX), by striking the pe-
riod and inserting ‘‘; and’’; and
(C) by adding at the end the following:
‘‘(X) high rates of reported
incidences of sexual harassment and
abuse.’’;
(2) in section 4114(c) (20 U.S.C. 7114(c))—
(A) by redesignating paragraphs (10),
(11), and (12) as paragraphs (11), (12), and
(13), respectively; and
(B) by inserting after paragraph (9) the
following:
‘‘(10) developing and implementing strategies
and programs to greatly reduce the incidence of sex-
ual harassment and abuse and to encourage positive
and respectful interactions between girls and boys;’’;
(3) 
in 
section 
4116(a)(1) 
(20 
U.S.C.
7116(a)(1))—
(A) in subparagraph (B), by striking
‘‘and’’ after the semicolon;
(B) by redesignating subparagraph (C) as
subparagraph (D); and
(C) by inserting after subparagraph (B)
the following:
‘‘(C) greatly reduce the incidence of sexual
harassment and abuse; and’’; and
(4) in section 4117(a)(2)(A) (20 U.S.C.
7117(a)(2)(A)), by inserting ‘‘, including sexual har-
assment and abuse,’’ after ‘‘violence’’.
SEC. 6. HIGH SCHOOL ATHLETIC PROGRAM DATA.
(a) FINDINGS.—Congress makes the following find-
ings:
(1) Girls who play sports have better physical
and emotional health than girls who do not play
sports.
(2) Involvement in sports leads to higher self-
esteem, positive attitudes toward school, and less de-
structive behavior.
(3) Sports build girls’ confidence, sense of phys-
ical empowerment, and social recognition within the
school and community.
(4) Higher rates of athletic participation are as-
sociated with lower rates of sexual activity and preg-
nancy.
(5) Physical activity is linked to lower rates of
heart disease, breast cancer, and osteoporosis in
later life.
(6) Girls in secondary school who participate in
team sports are—
(A) 40 percent less likely to drop out of
school;
(B) 33 percent less likely to become preg-
nant; and
(C) less likely to smoke cigarettes.
(7) By secondary school graduation, girls are
less prone to have elected physical education and are
twice as likely to be inactive as boys.
(8) Girls who are not involved in physical activ-
ity by age 10 have only a 10 percent chance of being
athletic when the girls are 25.
(9) Students involved in extracurricular activi-
ties, such as secondary school sports, were 3 times
as likely to perform in the top quartile on mathe-
matics and reading assessments.
(10) 80 percent of female managers of Fortune
500 companies have a sports background.
(b) AMENDMENTS.—Section 404(a)(1) of the Na-
tional Education Statistics Act of 1994 (20 U.S.C.
9003(a)(1)) is amended—
(1) by redesignating subparagraphs (G), (H),
and (I) as subparagraphs (H), (I), and (J), respec-
tively; and
(2) by inserting after subparagraph (F) the fol-
lowing new subparagraph:
‘‘(G) the participation, by gender, of sec-
ondary school students in physical education
and athletic programs;’’.
SEC. 7. DROPOUT PREVENTION FOR PREGNANT AND PAR-
ENTING TEENAGERS.
(a) FINDINGS.—Congress makes the following find-
ings:
(1) Five out of every 100 young adults enrolled
in secondary school in 1996 left school without suc-
cessfully completing a secondary school program.
(2) In October of 1997, 3,600,000 young
adults, or 11 percent of young adults between the
ages of 16 and 24 in the United States, were neither
enrolled in a secondary school program nor had the
young adults completed secondary school.
(3) Girls who drop out of school are less likely
to return and complete school than boys.
(4) The United States has the highest teenage
pregnancy rate of any industrialized nation.
(5) Almost 1,000,000 teenagers become preg-
nant each year and 80 percent of the pregnancies
are unintended.
(6) Pregnancy and parenting account for half
of the female school dropout rate and for 1⁄4 of the
school dropout rate for all students.
(7) Two-thirds of girls who give birth before
age 18 will not complete secondary school.
(8) The younger the adolescent is when she be-
comes pregnant, the more likely it is that she will
not complete secondary school.
(b) ESEA AMENDMENTS.—The Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6301 et seq.)
is amended—
(1) in section 5404(d) (20 U.S.C. 7264(d))—
(A) in paragraph (1), by striking ‘‘and’’
after the semicolon;
(B) by redesignating paragraph (2) as
paragraph (3); and
(C) by inserting after paragraph (1) the
following new paragraph:
‘‘(2) provisions that emphasize mentoring and
other support services for pregnant and parenting
teenagers; and’’;
(2) in section 10905 (20 U.S.C. 8245)—
(A) by redesignating paragraphs (10),
(11), (12), and (13), as paragraphs (11), (12),
(13), and (14), respectively; and
(B) by inserting after paragraph (9) the
following:
‘‘(10) mentoring and other support services for
pregnant and parenting teenagers to encourage the
teenagers to stay in school.’’;
(3) in section 11001(a) (20 U.S.C. 8401(a))—
(A) in paragraph (2), by inserting ‘‘teen-
age pregnancy,’’ after ‘‘gang violence,’’; and
(B) in paragraph (4), by inserting ‘‘and so
that children will be discouraged from dropping
out of school’’ before the period; and
(4) in section 11004(c) (20 U.S.C. 8404(c))—
(A) in paragraph (1), by inserting ‘‘and an
assessment of the needs of children requiring
specialized comprehensive services such as stu-
dents who are pregnant or parenting’’ after
‘‘foster children’’; and
(B) in paragraph (7), by inserting ‘‘, or
families with pregnant or parenting children in
school,’’ after ‘‘families’’.
SEC. 8. WOMEN’S EDUCATIONAL EQUITY.
Part B of title V of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend-
ed to read as follows:
‘‘SEC. 5201. SHORT TITLE; FINDINGS.
‘‘(a) SHORT TITLE.—This part may be cited as the
‘Women’s Educational Equity Act of 1999’.
‘‘(b) FINDINGS.—Congress finds that—
‘‘(1) since the enactment of title IX of the Edu-
cation Amendments of 1972, women and girls have
made strides in educational achievement and in their
ability to avail themselves of educational opportuni-
ties;
‘‘(2) because of funding provided under the
Women’s Educational Equity Act of 1994, more cur-
ricula, training, and other educational materials con-
cerning educational equity for women and girls are
available for national dissemination;
‘‘(3) teaching and learning practices in the
United States are frequently inequitable as such
practices relate to women and girls, for example—
‘‘(A) sexual harassment, particularly that
experienced by girls, undermines the ability of
schools to provide a safe and equitable learning
or workplace environment;
‘‘(B) classroom textbooks and other edu-
cational materials do not sufficiently reflect the
experiences, 
achievements, 
or 
concerns 
of
women and, in most cases, are not written by
women or persons of color;
‘‘(C) girls do not take as many mathe-
matics and science courses as boys, girls lose
confidence in their mathematics and science
ability as girls move through adolescence, and
there are few women role models in the
sciences;
‘‘(D) the low number of girls taking higher
level computer science courses leading to tech-
nical careers, and the low degree of participa-
tion of women in the development of education
technology, will perpetuate a cycle of disadvan-
tage for girls in elementary schools and sec-
ondary schools as technology is increasingly in-
tegrated into the classroom; and
‘‘(E) pregnant and parenting teenagers are
at high risk for dropping out of school and ex-
isting dropout prevention programs do not ade-
quately address the needs of such teenagers;
‘‘(4) efforts to improve the quality of public
education also must include efforts to ensure equal
access to quality education programs for all women
and girls;
‘‘(5) Federal support not only should address
research and development of innovative model cur-
ricula and teaching and learning strategies to pro-
mote gender equity, but also should assist schools
and local communities to implement gender-equitable
practices;
‘‘(6) Federal assistance for gender equity must
be tied to systemic reform, involve collaborative ef-
forts to implement effective gender practices at the
local level, and encourage parental participation; and
‘‘(7) excellence in education, high educational
achievements and standards, and the full participa-
tion of women and girls in American society, cannot
be achieved without educational equity for women
and girls.
‘‘SEC. 5202. STATEMENT OF PURPOSES.
‘‘It is the purpose of this part—
‘‘(1) to promote gender equity in education in
the United States;
‘‘(2) to provide financial assistance to enable
educational agencies and institutions to meet the re-
quirements of title IX of the Education Amendments
of 1972; and
‘‘(3) to promote equity in education for women
and girls who suffer from multiple forms of discrimi-
nation on the basis of sex and race, ethnic origin,
limited English proficiency, disability, socioeconomic
status, or age.
‘‘SEC. 5203. PROGRAMS AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary is authorized—
‘‘(1) to promote, coordinate, and evaluate gen-
der equity policies, programs, activities, and initia-
tives in all Federal education programs and offices;
‘‘(2) to develop, maintain, and disseminate ma-
terials, resources, analyses, and research relating to
education equity for women and girls;
‘‘(3) to provide information and technical as-
sistance to assure the effective implementation of
gender equity programs;
‘‘(4) to coordinate gender equity programs and
activities with other Federal agencies with jurisdic-
tion over education and related programs;
‘‘(5) to assist the Assistant Secretary for Edu-
cational Research and Improvement in identifying
research priorities related to education equity for
women and girls; and
‘‘(6) to perform any other activities consistent
with achieving the purposes of this part.
‘‘(b) GRANTS AUTHORIZED.—
‘‘(1) IN GENERAL.—The Secretary is authorized
to make grants to, and enter into contracts and co-
operative agreements with, public agencies, private
nonprofit agencies, organizations, institutions, stu-
dent groups, community groups, and individuals, for
a period not to exceed 4 years—
‘‘(A) to develop model gender equity pro-
grams; and
‘‘(B) for the implementation of gender eq-
uity programs in schools throughout the Na-
tion.
‘‘(2) SUPPORT AND TECHNICAL ASSISTANCE.—
To achieve the purposes of this part, the Secretary
is authorized to provide support and technical
assistance—
‘‘(A) to implement effective gender equity
policies and programs at all educational levels,
including—
‘‘(i) assisting educational agencies and
institutions to implement policies and prac-
tices to comply with title IX of the Edu-
cation Amendments of 1972;
‘‘(ii) training for teachers, counselors,
administrators, and other school personnel,
especially preschool and elementary school
personnel, in gender equitable teaching and
learning practices;
‘‘(iii) leadership training for women
and girls to develop professional and mar-
ketable skills to compete in the global mar-
ketplace, improve self-esteem, and benefit
from exposure to positive role models;
‘‘(iv) school-to-work transition pro-
grams, guidance and counseling activities,
and other programs to increase opportuni-
ties for women and girls to enter a techno-
logically demanding workplace and, in par-
ticular, to enter highly skilled, high paying
careers in which women and girls have
been underrepresented;
‘‘(v) enhancing educational and career
opportunities for those women and girls
who suffer multiple forms of discrimination
on the basis of sex and race, ethnic origin,
limited English proficiency, disability, so-
cioeconomic status, or age;
‘‘(vi) assisting pregnant students and
students rearing children to remain in or
to return to secondary school, graduate,
and prepare their preschool children to
start school;
‘‘(vii) evaluating exemplary model pro-
grams to assess the ability of such pro-
grams to advance educational equity for
women and girls;
‘‘(viii) introduction into the classroom
of textbooks, curricula, and other materials
designed to achieve equity for women and
girls;
‘‘(ix) programs and policies to address
sexual harassment and violence against
women and girls and to ensure that edu-
cational institutions are free from threats
to the safety of students and personnel;
‘‘(x) nondiscriminatory tests of apti-
tude and achievement and of alternative
assessments that eliminate biased assess-
ment instruments from use;
‘‘(xi) programs to increase educational
opportunities, including higher education,
vocational training, and other educational
programs for low-income women, including
underemployed and unemployed women,
and women receiving assistance under part
A of title IV of the Social Security Act;
‘‘(xii) programs to improve represen-
tation of women in educational administra-
tion at all levels; and
‘‘(xiii) planning, development, and ini-
tial implementation of—
‘‘(I) comprehensive institutional
or districtwide evaluation to assess the
presence or absence of gender equity
in educational settings;
‘‘(II) comprehensive plans for im-
plementation of gender equity pro-
grams in State and local educational
agencies and institutions of higher
education, including community col-
leges; and
‘‘(III) innovative approaches to
school-community 
partnerships 
for
educational equity for women and
girls; and
‘‘(B) for research and development, which
shall be coordinated with each of the research
institutes of the Office of Educational Research
and Improvement to avoid duplication of re-
search efforts, designed to advance gender eq-
uity nationwide and to help make policies and
practices in educational agencies and institu-
tions, and local communities, gender equitable,
including—
‘‘(i) research and development of inno-
vative strategies and model training pro-
grams for teachers and other education
personnel;
‘‘(ii) the development of high quality
and challenging assessment instruments
that are nondiscriminatory;
‘‘(iii) the development and evaluation
of model curricula, textbooks, software,
and other educational materials to ensure
the absence of gender stereotyping and
bias;
‘‘(iv) the development of instruments
and procedures that employ new and inno-
vative strategies to assess whether diverse
educational settings are gender equitable;
‘‘(v) the development of instruments
and strategies for evaluation, dissemina-
tion, and replication of promising or exem-
plary programs designed to assist local
educational agencies in integrating gender
equity in their educational policies and
practices;
‘‘(vi) updating high quality edu-
cational materials previously developed
through awards made under this part;
‘‘(vii) the development of policies and
programs to address and prevent sexual
harassment and violence to ensure that
educational institutions are free from
threats to safety of students and per-
sonnel;
‘‘(viii) the development and improve-
ment of programs and activities to increase
opportunity for women, including con-
tinuing educational activities, vocational
education, and programs for low-income
women, including underemployed women,
unemployed women, and women receiving
assistance under part A of title IV of the
Social Security Act; and
‘‘(ix) the development of guidance and
counseling activities, including career edu-
cation programs, designed to ensure gen-
der equity.
‘‘SEC. 5204. APPLICATIONS.
‘‘Each entity desiring assistance under this part shall
submit to the Secretary an application at such time, in
such manner, and accompanied by such information as the
Secretary may require. Each application shall—
‘‘(1) set forth policies and procedures that will
ensure a comprehensive evaluation of the activities
assisted under this part, including an evaluation of
the practices, policies, and materials used by the ap-
plicant and an evaluation or estimate of the contin-
ued significance of the work of the project following
completion of the award period;
‘‘(2) where appropriate, demonstrate how funds
received under this part will be used to promote the
attainment of 1 or more of the National Education
Goals;
‘‘(3) demonstrate how the applicant will address
perceptions of gender roles based on cultural dif-
ferences or stereotypes;
‘‘(4) where appropriate, describe how funds
under this part will be used in a manner that is con-
sistent with programs under the School-to-Work Op-
portunities Act of 1994;
‘‘(5) for applications for assistance under sec-
tion 5203(b)(1), demonstrate how the applicant will
foster partnerships and, where applicable, share re-
sources with State educational agencies, local edu-
cational agencies, institutions of higher education,
community-based organizations (including organiza-
tions serving women), parent, teacher, and student
groups, businesses, or other recipients of Federal
educational funding (which may include State lit-
eracy resource centers);
‘‘(6) for applications for assistance under sec-
tion 5203(b)(1), demonstrate how parental involve-
ment in the project will be encouraged; and
‘‘(7) for applications for assistance under sec-
tion 5203(b)(1), describe plans for continuation of
the activities assisted under this part with local sup-
port following completion of the grant period and
termination of Federal support under this part.
‘‘SEC. 5205. CRITERIA AND PRIORITIES.
‘‘(a) CRITERIA
AND PRIORITIES.—The Secretary
shall establish separate criteria and priorities for awards
under paragraphs (1) and (2) of section 5203(b) to ensure
that funds under this part are used for programs that
most effectively achieve the purposes of this part.
‘‘(b) CRITERIA.—The criteria described in subsection
(a) may include the extent to which the activities assisted
under this part—
‘‘(1) address the needs of women and girls of
color and women and girls with disabilities;
‘‘(2) meet locally defined and documented edu-
cational equity needs and priorities, including com-
pliance with title IX of the Education Amendments
of 1972;
‘‘(3) are a significant component of a com-
prehensive plan for educational equity and compli-
ance with title IX of the Education Amendments of
1972 in the particular school district, institution of
higher education, vocational-technical institution, or
other educational agency or institution; and
‘‘(4) implement an institutional change strategy
with long-term impact that will continue as a central
activity of the applicant after the grant under this
part has terminated.
‘‘(c) PRIORITIES.—In approving applications under
this part, the Secretary may give priority to applications—
‘‘(1) submitted by applicants that have not re-
ceived assistance under this part or under part C of
title IX of this Act (as such part was in effect on
October 1, 1988);
‘‘(2) for projects that will contribute signifi-
cantly to directly improving teaching and learning
practices in the local community; and
‘‘(3) for projects that will—
‘‘(A) provide for a comprehensive approach
to enhancing gender equity in educational insti-
tutions and agencies;
‘‘(B) draw on a variety of resources, in-
cluding the resources of local educational agen-
cies, community-based organizations, institu-
tions of higher education, and private organiza-
tions;
‘‘(C) implement a strategy with long-term
impact that will continue as a central activity of
the applicant after the grant under this part
has terminated;
‘‘(D) address issues of national signifi-
cance that can be duplicated; and
‘‘(E) address the educational needs of
women and girls who suffer multiple forms of
discrimination on the basis of sex and race, eth-
nic origin, limited English proficiency, dis-
ability, socioeconomic status, or age.
‘‘(d) SPECIAL RULE.—To the extent feasible, the
Secretary shall ensure that grants awarded under this
part for each fiscal year address—
‘‘(1) all levels of education, including preschool,
elementary and secondary education, higher edu-
cation, vocational education, and adult education;
‘‘(2) all regions of the United States; and
‘‘(3) urban, rural, and suburban educational in-
stitutions.
‘‘(e) COORDINATION.—Research activities supported
under this part—
‘‘(1) shall be carried out in consultation with
the Office of Educational Research and Improve-
ment to ensure that such activities are coordinated
with and enhance the research and development ac-
tivities supported by such office; and
‘‘(2) may include collaborative research activi-
ties which are jointly funded and carried out with
the Office of Educational Research and Improve-
ment.
‘‘(f) LIMITATION.—Nothing in this part shall be con-
strued as prohibiting men and boys from participating in
any programs or activities assisted with funds provided
under this part.
‘‘SEC. 5206. REPORT.
‘‘The Secretary, not later than January 1, 2004, shall
submit to the President and Congress a report on the sta-
tus of educational equity for girls and women in the Na-
tion.
‘‘SEC. 5207. ADMINISTRATION.
‘‘(a) EVALUATION; DISSEMINATION; REPORT.—The
Secretary—
‘‘(1) shall evaluate, in accordance with section
14701, materials and programs developed under this
part;
‘‘(2) shall disseminate materials and programs
developed under this part; and
‘‘(3) shall report to Congress regarding such
evaluation, materials and programs not later than
January 1, 2003.
‘‘(b) PROGRAM OPERATIONS.—The Secretary shall
ensure that the activities assisted under this part are ad-
ministered within the Department by a person who has
recognized professional qualifications and experience in
the field of gender equity education.
‘‘SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this part, there are
authorized to be appropriated $5,000,000 for fiscal year
2000 and such sums as may be necessary for each of the
4 succeeding fiscal years, of which not less than 2⁄3 of the
amount appropriated under this section for each fiscal
year shall be available to carry out the activities described
in section 5203(b)(1).’’.
SEC. 9. DEFINITIONS.
The terms used in this Act have the meanings given
the terms in section 14101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 8801).
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