I
104TH CONGRESS
1ST SESSION
H. R. 48
To provide grants for the integration of academic and vocational curriculum
and professional development.
IN THE HOUSE OF REPRESENTATIVES
JANUARY 4, 1995
Mr. KILDEE introduced the following bill; which was referred to the
Committee on Economic and Educational Opportunities
A BILL
To provide grants for the integration of academic and
vocational curriculum and professional development.
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 ‘‘Industry-Based Edu-
cation Support Act’’.
SEC. 2. GRANT PROGRAM FOR CURRICULUM AND PROFES-
SIONAL DEVELOPMENT.
The Carl D. Perkins Vocational and Applied Tech-
nology Education Act is amended by adding at the end
of title III the following new part:
‘‘PART I—CURRICULUM AND PROFESSIONAL
DEVELOPMENT
‘‘SEC. 391. FINDINGS.
‘‘The Congress finds that—
‘‘(1) vocational education is the ongoing school-
based component of a school-to-work transition
system;
‘‘(2) the Carl D. Perkins Vocational and Ap-
plied Technology Education Act established a frame-
work for integrating academic and vocational edu-
cation as a mechanism to improve the quality of vo-
cational education, improve student achievement,
and prepare students for the world of work;
‘‘(3) there continues to be a need for curricula
and instructional materials that integrate academic
and vocational education at both the secondary and
postsecondary level;
‘‘(4) new curricula and instructional materials
are needed to provide a sequence of learning between
the secondary and postsecondary level;
‘‘(5) in order to provide students with the skills
necessary to be successful participants in a global
economy, curricula and instructional materials are
needed which reflect the needs of business and in-
dustry;
‘‘(6) the successful integration of academic and
vocational education organized around career majors
or industry clusters can be an effective means of re-
forming high schools; and
‘‘(7) the effectiveness of integrated curricula is
enhanced through professional development and
technical assistance programs that support collabo-
ration among academic and vocational teachers to
develop new and innovative approaches to preparing
all students for the world of work.
‘‘SEC. 392. PURPOSE.
‘‘It is the purpose of this part to provide assistance
to State educational agencies, educational service agencies,
local educational agencies, and schools to—
‘‘(1) implement effective industry-based learn-
ing;
‘‘(2) strengthen the school-based aspect of State
School-to-Work transition systems where such sys-
tems exist; and
‘‘(3) implement the integration of academic and
vocational education.
‘‘SEC. 393. PROGRAM AUTHORIZED.
‘‘The Secretary is authorized to make grants to State
educational agencies, local educational agencies, edu-
cational service agencies or to consortia which must in-
clude at lease one of such entities and may include such
entities as institutions of higher education, businesses or
labor unions to improve curriculum, develop instructional
materials, or provide professional development or a com-
bination of all such activities.
‘‘SEC. 394. PROGRAM REQUIREMENTS.
‘‘(a) IN GENERAL.—To be eligible to receive a grant
under this part, an entity shall submit an application to
the Secretary at such time, in such manner, and contain-
ing such information as the Secretary may reasonably
require.
‘‘(b) GRANTS FOR CURRICULUM DEVELOPMENT AND
INSTRUCTIONAL MATERIALS DEVELOPMENT.—
‘‘(1) APPLICATION.—Each application for cur-
riculum development and instructional materials
shall include a description of how the curriculum
and instructional materials shall—
‘‘(A) integrate academic and vocational in-
struction;
‘‘(B) be aligned with career majors, career
pathways, or a coherent sequence of courses as
defined by the State educational agency or local
educational agency;
‘‘(C) be tied to challenging State content
standards or challenging local content stand-
ards, and challenging State student perform-
ance standards or challenging local student per-
formance standards;
‘‘(D) take into account the most recent
thinking on skill standards as reflected in inter-
national, national, State, or local skill stand-
ards;
‘‘(E) allow for a smooth transition into
post-secondary education or into appropriate
employment;
‘‘(F) meet postsecondary education admis-
sion requirements; and
‘‘(G) take into account the special needs of
all students.
‘‘(2) SPECIAL
CONSIDERATION.—In awarding
grants under this subsection, the Secretary shall give
special consideration to applications for the develop-
ment of curricula or materials which—
‘‘(A) are linked to a program of profes-
sional development;
‘‘(B) encourage the use of applied teaching
and contextualized learning methodologies;
‘‘(C) encourage collaboration between aca-
demic and vocational educators;
‘‘(D) show potential for effective use in
other State educational agencies or local edu-
cational agencies; and
‘‘(E) take into account the possibility that
students may be involved in work-based learn-
ing as defined in the School-to-Work Opportu-
nities Act.
‘‘(c) GRANTS FOR PROFESSIONAL DEVELOPMENT.—
‘‘(1) DESCRIPTION.—Each application for pro-
fessional development shall include a description of
a professional development program that—
‘‘(A) 
supports 
innovative 
instructional
methodologies which integrate academic and vo-
cational teaching and learning and which foster
collaboration among academic and vocational
teachers;
‘‘(B) trains teachers to implement up-
graded curricula such as those described in
paragraph (1) of subsection (b);
‘‘(C) is developed and implemented in co-
ordination with professional development activi-
ties funded through other Federal programs, in-
cluding the School-to-Work Opportunities Act
and the Elementary and Secondary Education
Act of 1965;
‘‘(D) is tied to challenging State content
standards or challenging local content stand-
ards, and challenging State student perform-
ance standards or challenging local student per-
formance standards;
‘‘(E) is of sufficient intensity and duration
to have positive and lasting impact on the
teacher’s performance in the classroom; and
‘‘(F) is designed in consultation with class-
room teachers and, where appropriate, adminis-
trators, pupil service personnel and other school
staff.
‘‘(2) FUNDS.—Funds under this part may be
used for—
‘‘(A) the development and implementation
of professional development activities which
meet the requirements of paragraph (1);
‘‘(B) planning time and release time for
teachers, and, where appropriate, other school
staff, to allow such personnel to participate in
professional development activities or to plan
the development or implementation of upgraded
curriculum;
‘‘(C) the development and implementation
of programs which familiarize teachers with the
local work environment, such as summer intern-
ships or work placements;
‘‘(D) professional development programs
that train teams of teachers, including voca-
tional teachers, academic teachers, and where
appropriate, other school staff and workplace
mentors funded under the School-to-Work Op-
portunities Act;
‘‘(E) preparing teachers and, where appro-
priate, other school personnel in assisting stu-
dents involved in work-based learning funded
under the School-to-Work Opportunities Act;
‘‘(F) the establishment and maintenance of
professional development networks that allow
exchange of information among teachers on
content and pedagogy;
‘‘(G) preparing teachers in the effective
use of educational technology and assistive tech-
nology for delivering professional development
services;
‘‘(H) the development and implementation
of teacher evaluation techniques which take into
account collaboration between academic and vo-
cational teachers; and
‘‘(I) preparing teachers, pupil service per-
sonnel or other staff to provide career guidance,
counseling, or exploration.
‘‘SEC. 395. STATE TECHNICAL ASSISTANCE.
‘‘(a) IN GENERAL.—A State educational agency re-
ceiving funds under this part may reserve not more than
10 percent of such funds to provide technical assistance
upon request to local educational agencies or educational
service agencies to assist in the development, dissemina-
tion, and implementation of curricula, instructional mate-
rials or professional development programs that support
the integration of academic and vocational instruction or
the implementation of industry-based career majors.
‘‘(b) ASSISTANCE.—Such assistance may be provided
directly through the State educational agency or through
educational service agencies, institutions of higher edu-
cation, or a consortium of such entities. Such assistance
shall be consistent with the requirements in section 394.
‘‘SEC. 396. CONSOLIDATED APPLICATIONS.
‘‘Entities seeking to receive a grant under this part
may submit an application under this part or may consoli-
date such application with an application under this Act
or that meets the requirements of part C of title XIV of
the Elementary and Secondary Education Act of 1965.