are adequately addressing this obvious emer-
gency.
‘‘(B) Rural schools enroll a disproportion-
ately large share of the Nation’s poor and at-
risk students and yet often lack the means to
address effectively the needs of these children.
Intensive efforts must be made to overcome the
problems of geographic isolation, declining pop-
ulation, inadequate financial resources and
other impediments to the educational success of
children residing in rural areas.
‘‘(C) By the year 2000, an estimated 3.4
million school age children with limited English
language proficiency will be entering the school
system. The Federal Government must develop
effective policies and programs to address the
educational needs of this growing population of
children who are at increased risk for edu-
cational failure.
‘‘(D) An educational emergency exists in
those urban and rural areas where there are
large concentrations of children who live in pov-
erty. The numbers of educationally disadvan-
taged children will substantially increase by the
year 2020, when the number of impoverished
children alone will be 16.5 million, a 33 percent
increase over the 12.4 million children in pov-
erty in 1987.
‘‘(E) American Indian and Alaska Native
students are keenly at-risk of educational fail-
ure, with demonstrated high dropout, illiteracy
and poverty rates, and cultural, linguistic, social
and 
geographic 
isolation. 
The 
estimated
400,000 Indian and Alaska Native student pop-
ulation from over 500 Indian and Alaska Native
tribes, is small and scattered throughout remote
reservations and villages in 32 States, and in
off-reservation rural and urban communities
where Indians constitute but a small percentage
of public school student bodies. To meaningfully
address the special educational needs of this
historically under-served population, the exist-
ing research and development system must be
opened to Indian and Alaska Native people to
identify needs and design ways to address such
needs.
‘‘(F) Minority scholars as well as institu-
tions and groups that have been historically
committed to the improvement of the education
of at-risk students need to be more fully mobi-
lized in the effort to develop a new generation
of programs, models, practices, and schools ca-
pable of responding to the urgent needs of stu-
dents who are educationally at-risk.
‘‘(2) PURPOSE.—It shall be the purpose of the
Institute for the Education of At-Risk Students to
carry out a coordinated and comprehensive program
of research and development to provide nonpartisan,
research-based leadership to the Nation as it seeks
to improve educational opportunities for students
who are at-risk for educational failure, particularly
children who reside in inner city and rural areas,
and on Indian reservations, and children of limited
English proficiency. Such program shall—
‘‘(A) undertake research necessary to pro-
vide a sound basis from which to identify, de-
velop, evaluate, and assist others to replicate
and adapt interventions, programs, and models
which promote greater achievement and edu-
cational success by at-risk students, such as—
‘‘(i) methods of instruction and edu-
cational practices (including community
services) which improve the achievement
and retention of at-risk students;
‘‘(ii) means by which parents and
community resources and institutions (in-
cluding cultural institutions) can be uti-
lized to support and improve the achieve-
ment of at-risk students;
‘‘(iii) the training of teachers and
other educational professionals and para-
professionals to work more effectively with
at-risk students;
‘‘(iv) the most effective uses of tech-
nology in the education of at-risk students;
‘‘(v) programs designed to promote
gender equity in schools that serve at-risk
students; and
‘‘(vi) 
methods 
of 
assessing 
the
achievement of students which are sensitive
to cultural differences, provide multiple
methods of assessing student learning,
support student acquisition of higher order
capabilities, and enable identification of
the effects of inequalities in the resources
available to support the learning of chil-
dren throughout the Nation; and
‘‘(B) maximize the participation of those
schools and institutions of higher education
that serve the greatest number of at-risk stu-
dents in inner city and rural areas, and on In-
dian reservations, including model collaborative
programs between schools and school systems,
institutions of higher education, cultural insti-
tutions, and community organizations.
‘‘(3) COMPREHENSIVE RESEARCH PROGRAM.—
The Institute shall support a diverse and com-
prehensive program of research and development
which shall include research related to the edu-
cational needs of—
‘‘(A) at-risk students who reside in urban
areas;
‘‘(B) at-risk students who reside in rural
areas;
‘‘(C) children with limited English lan-
guage proficiency; and
‘‘(D) Indian and Alaska Native students.
‘‘(4) CONSULTATION WITH INDIAN AND ALASKA
NATIVE EDUCATORS.—All research and development
activities supported by the Institute which relate to
the education of Indian and Alaska Native students
shall be developed in close consultation with Indian
and Alaska Native researchers and educators, trib-
ally controlled community colleges, tribal depart-
ments of education, and others with expertise in the
needs of Indian and Native Alaska students.
‘‘(e) NATIONAL INSTITUTE
FOR INNOVATION
IN
EDUCATIONAL GOVERNANCE, FINANCE, POLICY-MAKING,
AND MANAGEMENT.—
‘‘(1) FINDINGS.—The Congress finds as fol-
lows:
‘‘(A) Many elementary and secondary
schools in the United States—
‘‘(i) are structured according to mod-
els that are ineffective and rely on notions
of management and governance that may
be outdated or insufficient for the chal-
lenges of the next century; and
‘‘(ii) are unsuccessful in equipping all
students with the knowledge and skills
needed to succeed as citizens and in the
working world.
‘‘(B) New approaches are needed in the
governance and management of elementary and
secondary education with the United States at
the State, local, school building and classroom
level.
‘‘(C) Not enough is known about the ef-
fects of various systems of school governance
and management on student achievement to
provide sound guidance to policymakers as they
pursue school restructuring and reform.
‘‘(D) A concentrated Federal effort is
needed to support research, development, dem-
onstration, and evaluation of approaches to
school governance, finance and management
which promise to improve education equity and
excellence throughout the Nation.
‘‘(2) PURPOSE.—It shall be the purpose of the
National Institute on Innovation in Educational
Governance, Finance, Policy-Making, and Manage-
ment to carry out a coordinated and comprehensive
program of research and development to provide
nonpartisan, research-based leadership to the Nation
as it seeks to improve student achievement through
school restructuring and reform. Such program
shall—
‘‘(A) undertake research necessary to pro-
vide a sound basis from which to identify, de-
velop and evaluate approaches in governance, fi-
nance, policy-making, and management at the
State, local, tribal, school building and class-
room level which promise to improve edu-
cational equity and excellence, such as—
‘‘(i) open enrollment programs, mag-
net schools and other systems through
which parents may select the public schools
and educational programs in which their
children are enrolled;
‘‘(ii) innovative school design, includ-
ing lengthening the school day and the
school year, reducing class size and build-
ing professional development into the
weekly school schedule;
‘‘(iii) effective approaches to organiz-
ing learning;
‘‘(iv) effective ways of grouping stu-
dents for learning so that a student is not
labeled or stigmatized in ways that may
impede such student’s achievement;
‘‘(v) effective approaches to organiz-
ing, structuring, and financing vocational
education;
‘‘(vi) the provision of financial and
other rewards and incentives based on per-
formance to improve student achievement;
‘‘(vii) the use of regulatory flexibility
on the State or district level to promote in-
novation and school restructuring;
‘‘(viii) school-based management;
‘‘(ix) the restructuring of school fi-
nance systems at the State and local level
to promote greater equity in the distribu-
tion of resources for education and to
maximize the allocation of such resources
to support direct learning;
‘‘(x) expanding the role of teachers in
policymaking and administration at the
school and district-wide level;
‘‘(xi) programs designed to increase
the involvement of parents and families in
the management and governance of schools
and the education of their children;
‘‘(xii) effective approaches to increas-
ing the representation of women and mi-
norities among leadership and management
positions in education;
‘‘(xiii) approaches to systemic reforms
involving the coordination of multiple poli-
cies of each level of government to promote
higher levels of student achievement;
‘‘(xiv) approaches to coordinated serv-
ices for children; and
‘‘(xv) policies related to school to work
transitions and preparing noncollege-bound
students; and
‘‘(B) undertake research and development
activities necessary to provide information on
the skills required for successful educational
leadership at the State, tribal, and local level
and to enhance the ability of school leaders and
administrators to improve the educational envi-
ronment for all students.
‘‘(3) RESEARCH ON EDUCATIONAL CHOICE.—In
carrying out the duties of the Institute, the Assist-
ant Secretary shall conduct or support research on
whether and to what extent the quality of education
in the United States would be improved by providing
public funds to parents for the costs of attendance
of their children at the elementary and secondary
schools of the parents’ choice.
‘‘(f) NATIONAL INSTITUTE FOR EARLY CHILDHOOD
DEVELOPMENT AND EDUCATION.—
‘‘(1) FINDINGS.—The Congress finds as fol-
lows:
‘‘(A) The Nation has set as a goal that all
children should arrive at school ready to learn.
‘‘(B) Despite efforts to expand and im-
prove preschool programs, many children still
reach school age unprepared to benefit from
formal education programs.
‘‘(C) Early intervention for disadvantaged
children from conception to age five has been
shown to be a highly cost-effective strategy for
reducing later expenditures on a wide variety of
health, developmental, and educational prob-
lems that often interfere with learning. Long-
term studies of the benefits of preschool edu-
cation have a demonstrated return on invest-
ment ranging from three to six dollars for every
one dollar spent.
‘‘(D) The Federal government should play
a central role in providing research-based infor-
mation on early childhood education models
which enhance children’s development and ulti-
mately their success in school.
‘‘(2) PURPOSE.—The purpose of the National
Institute for Early Childhood Development and Edu-
cation is to carry out a comprehensive program of
research and development to provide nonpartisan,
research-based leadership to the Nation as it seeks
to improve early childhood development and edu-
cation. Such program shall identify, develop, evalu-
ate, and assist others to replicate sound policies and
practices that may include—
‘‘(A) social and educational development of
all infants, toddlers, and preschool children;
‘‘(B) the role of parents and the commu-
nity in promoting the successful social and edu-
cational development of children from birth to
age five;
‘‘(C) training and preparation of teachers
and other professional and paraprofessional
preschool and child care workers;
‘‘(D) the structure and environment of
early childhood education and child care set-
tings which lead to improved social and edu-
cational development;
‘‘(E) practices and approaches which sus-
tain the benefits of effective preschool and child
care programs;
‘‘(F) effective learning methods and cur-
riculum for early childhood learning, including
access to current materials in libraries;
‘‘(G) the importance of family literacy and
parental involvement in student learning;
of academic goals and objectives estab-
lished by institutions of higher education;
‘‘(vi) approaches to improving the pro-
ductivity of colleges, community colleges,
universities, and other postsecondary insti-
tutions;
‘‘(vii) financial barriers to postsecond-
ary educational opportunity, including—
‘‘(I) the role of Federal programs
authorized under title IV of the High-
er Education Act and State grant and
work programs in mitigating such
barriers;
‘‘(II) the impact of the rising
total cost of postsecondary education
on access to higher education; and
‘‘(III) the extent and impact of
student reliance on loans to meet the
costs of higher education;
‘‘(viii) opportunities for adults to con-
tinue their education beyond higher edu-
cation and graduate school, in the context
of lifelong learning and information-finding
skills; and