103D CONGRESS
1ST SESSION
H.R. 2884
AN ACT
To establish a national framework for the development of
School-to-Work Opportunities systems in all States, 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; TABLE OF CONTENTS.
(a) SHORT TITLE.—This Act may be cited as the
‘‘School-to-Work Opportunities Act of 1993’’.
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(b) TABLE OF CONTENTS.—The table of contents is
as follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes and congressional intent.
Sec. 4. Definitions.
Sec. 5. Federal administration.
Sec. 6. Authorization of appropriations.
TITLE I—SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM
COMPONENTS
Sec. 101. General program requirements.
Sec. 102. Work-based learning component.
Sec. 103. School-based learning component.
Sec. 104. Connecting activities component.
TITLE II—SCHOOL-TO-WORK OPPORTUNITIES SYSTEM
DEVELOPMENT AND IMPLEMENTATION GRANTS TO STATES
Subtitle A—State Development Grants
Sec. 201. Purpose.
Sec. 202. Authorization.
Sec. 203. Application.
Sec. 204. Use of amounts.
Sec. 205. Allocation requirement.
Sec. 206. Reports.
Subtitle B—State Implementation Grants
Sec. 211. Purpose.
Sec. 212. Authorization.
Sec. 213. Application.
Sec. 214. Review of application.
Sec. 215. Use of amounts.
Sec. 216. Allocation requirement.
Sec. 217. Administrative costs.
Sec. 218. Reports.
Subtitle C—Development and Implementation Grants for School-to-Work
Programs for Indian Youths
Sec. 221. Authorization.
Sec. 222. Requirements.
TITLE III—FEDERAL IMPLEMENTATION GRANTS TO LOCAL
PARTNERSHIPS
Sec. 301. Purposes.
Sec. 302. Authorization.
Sec. 303. Application.
Sec. 304. Use of amounts.
Sec. 305. Conformity with approved State plan.
Sec. 306. Reports.
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Sec. 307. High poverty area defined.
TITLE IV—NATIONAL PROGRAMS AND REPORTS
Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.
Sec. 404. Amendment to Job Training Partnership Act to provide school-to-
work opportunities activities for Capacity Building and Infor-
mation and Dissemination Network.
Sec. 405. Reports to Congress.
TITLE V—WAIVER OF STATUTORY AND REGULATORY
REQUIREMENTS
Sec. 501. State and local partnership requests and responsibilities for waivers.
Sec. 502. Waiver authority of Secretary of Education.
Sec. 503. Waiver authority of Secretary of Labor.
Sec. 504. Combination of Federal funds for high poverty schools.
TITLE VI—SAFEGUARDS
Sec. 601. Safeguards.
TITLE VII—REAUTHORIZATION OF JOB TRAINING FOR THE
HOMELESS DEMONSTRATION PROGRAM UNDER THE STEWART
B. MCKINNEY HOMELESS ASSISTANCE ACT
Sec. 701. Reauthorization.
SEC. 2. FINDINGS.
The Congress finds that—
(1) three-fourths of all high school students in
the United States enter the workforce without bac-
calaureate degrees, and many do not possess the
academic and entry-level occupational skills nec-
essary to succeed in the changing workplace;
(2) a substantial number of youths in the
United States, especially disadvantaged students,
students of diverse racial, ethnic, and cultural back-
grounds, and students with disabilities, do not com-
plete school;
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(3) unemployment among youths in the United
States is intolerably high, and earnings of high
school graduates have been falling relative to those
individuals with more education;
(4) the workplace in the United States is
changing in response to heightened international
competition and new technologies, and these forces,
which are ultimately beneficial to the Nation, are
shrinking the demand for and undermining the earn-
ing power of unskilled labor;
(5) the United States lacks a comprehensive
and coherent system to help its youths acquire
knowledge, skills, abilities, and information about
and access to the labor market necessary to make an
effective transition from school to career-oriented
work or to further education and training;
(6) students in the United States can achieve
high academic and occupational standards, and
many learn better and retain more when they learn
in context, rather than in the abstract;
(7) while many students in the United States
have part-time jobs, there is infrequent linkage be-
tween those work experiences and either the stu-
dent’s career planning or exploration, or with school-
based learning;
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(8) work-based learning, which is modeled after
the time-honored apprenticeship concept, integrates
theoretical instruction with structured on-the-job
training, and this approach, combined with school-
based learning, can be very effective in engaging stu-
dent interest, enhancing skill acquisition, developing
positive work attitudes, and preparing youths for
high-skill, high-wage careers;
(9) Federal resources currently fund a series of
categorical, work-related education and training pro-
grams, many of which serve disadvantaged youths,
that are not administered in a coordinated manner;
and
(10) in 1992 approximately 3,400,000 individ-
uals in the United States ages 16 through 24 had
not completed high school and were not currently
enrolled in school, a number representing approxi-
mately 11 percent of all individuals in this age
group, which indicates that these young persons are
particularly unprepared for the demands of a 21st
century workforce.
SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.
(a) PURPOSES.—The purposes of this Act are to—
(1) establish a national framework within which
all States can create statewide School-to-Work Op-
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portunities systems that are a part of comprehensive
education reform, that are integrated with the sys-
tems developed under the Goals 2000: Educate
America Act, and that offer opportunities for all stu-
dents to participate in a performance-based edu-
cation and training program that will enable them to
earn portable credentials, prepare them for a first
job in a high-skill, high-wage career, and increase
their opportunities for further education;
(2) utilize workplaces as active learning compo-
nents in the educational process by making employ-
ers joint partners with educators in providing oppor-
tunities for all students to participate in high-qual-
ity, work-based learning experiences;
(3) use Federal funds as venture capital, to un-
derwrite the initial costs of planning and establish-
ing statewide School-to-Work Opportunities systems
that will be maintained with other Federal, State,
and local resources;
(4) promote the formation of partnerships that
are dedicated to linking the worlds of school and
work among secondary and postsecondary edu-
cational institutions, private and public employers,
organized labor, government, community-based orga-
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nizations, parents, students, and local education and
training agencies;
(5) promote the formation of partnerships be-
tween elementary, middle, and secondary schools and
local businesses as an investment in future work-
place productivity and competitiveness;
(6) help all students attain high academic and
occupational standards;
(7) build on and advance a range of promising
school-to-work programs, such as tech-prep edu-
cation, career academies, school-to-apprenticeship
programs, cooperative education, youth apprentice-
ship, business-education compacts, and promising
strategies that assist school dropouts that can be de-
veloped into programs funded under this Act;
(8) improve the knowledge and skills of youths
by integrating academic and occupational learning,
integrating school-based and work-based learning,
and building effective linkages between secondary
and postsecondary education;
(9) motivate all youths, including low-achieving
youths, school dropouts, and youths with disabilities
to stay in or return to school or a classroom setting
and strive to succeed by providing enriched learning
experiences and assistance in obtaining high skill,
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high wage employment and continuing their edu-
cation in secondary and postsecondary educational
institutions;
(10) expose students to the vast array of career
opportunities and facilitate the selection of career
majors 
based 
on 
individual 
interests, 
goals,
strengths, and abilities;
(11) increase opportunities for minorities and
women by enabling individuals to prepare for careers
which are not traditional for their race or gender;
and
(12) further the National Education Goals set
forth in title I of the Goals 2000: Educate America
Act.
(b) CONGRESSIONAL INTENT.—It is the intent of the
Congress that the Secretary of Labor and the Secretary
of Education jointly administer this Act in a flexible man-
ner that—
(1) promotes State and local discretion in es-
tablishing and implementing School-to-Work Oppor-
tunities systems and programs; and
(2) contributes to reinventing government by
building on State and local capacity, eliminating du-
plication, supporting locally established initiatives,
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requiring measurable goals for performance, and of-
fering flexibility in meeting these goals.
SEC. 4. DEFINITIONS.
For purposes of this Act, the following definitions
apply:
(1) ALL STUDENTS.—The term ‘‘all students’’
means male and female students from a broad range
of backgrounds and circumstances, including dis-
advantaged students, students with diverse racial,
ethnic, and cultural backgrounds, American Indians,
Alaskan Natives, Native Hawaiians, students with
disabilities, students with limited English pro-
ficiency, migrant children, school dropouts, and aca-
demically talented students.
(2) APPROVED STATE PLAN.—The term ‘‘ap-
proved State plan’’ or ‘‘approved plan’’ means a
State plan to establish a School-to-Work Opportuni-
ties system that is submitted by a State to the Sec-
retaries under section 213 and approved by the Sec-
retaries in accordance with section 214.
(3) CAREER
GUIDANCE
AND
COUNSELING.—
The term ‘‘career guidance and counseling’’ means
programs—
(A) which pertain to the body of subject
matter and related techniques and methods or-
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ganized for the development in individuals of
career awareness, career planning, career deci-
sionmaking, placement skills, and knowledge
and understanding of local, State, and national
occupational, educational, and labor market
needs, trends, and opportunities;
(B) which assist individuals in making and
implementing informed educational and occupa-
tional choices; and
(C) which aid students to develop career
options with attention to surmounting gender,
race, ethnic, disability, language, or socio-
economic impediments to career options and en-
couraging careers in nontraditional occupations.
(4) CAREER MAJOR.—The term ‘‘career major’’
means a coherent sequence of courses or field of
study that prepares a student for a first job and
that—
(A) integrates occupational and academic
learning, integrates work-based and school-
based learning, and establishes linkages be-
tween secondary and postsecondary education;
(B) prepares the student for employment
in broad occupational clusters or industry sec-
tors;
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(C) typically includes at least 2 years of
secondary school and 1 or 2 years of post-
secondary education;
(D) results in the award of a high school
diploma, a General Equivalency Diploma, or al-
ternative diploma or certificate for those stu-
dents with disabilities for whom such alter-
native diploma or certificate is appropriate, a
certificate or diploma recognizing successful
completion of 1 or 2 years of postsecondary
education (if appropriate), and a skill certifi-
cate; and
(E) may lead to further training, such as
entry into a registered apprenticeship program,
or admission into a degree-granting college or
university.
(5) COMMUNITY-BASED
ORGANIZATIONS.—The
term ‘‘community-based organizations’’ has the
meaning given such term in section 4(5) of the Job
Training Partnership Act (29 U.S.C. 1503(5)).
(6) ELEMENTS OF AN INDUSTRY.—The term
‘‘elements of an industry’’ means, with respect to a
particular industry that a student is preparing to
enter, such elements as planning, management, fi-
nances, technical and production skills, underlying
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principles of technology, labor and community is-
sues, health and safety, and environmental issues re-
lated to that industry.
(7) EMPLOYER.—The term ‘‘employer’’ includes
both public and private employers.
(8) GOVERNOR.—The term ‘‘Governor’’ means
the chief executive of a State.
(9) LOCAL EDUCATIONAL AGENCY.—The term
‘‘local educational agency’’ means a public board of
education or other public authority legally con-
stituted within a State for either administrative con-
trol or direction of, or to perform a service function
for, public elementary or secondary schools in a city,
county, township, school district, or other political
subdivision of a State, or such combination of school
districts or counties as are recognized in a State as
an administrative agency for its public elementary or
secondary schools. Such term includes any other
public institution or agency having administrative
control and direction of a public elementary or sec-
ondary school.
(10) LOCAL
PARTNERSHIP.—The term ‘‘local
partnership’’ means a local entity that is responsible
for local School-to-Work Opportunities programs
and that—
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the eligibility and certification require-
ments under section 498 of such Act;
(ix) local government agencies;
(x) parent organizations;
(xi) teacher organizations;
(xii) vocational student organizations;
(xiii) private industry councils estab-
lished under section 102 of the Job Train-
ing Partnership Act (29 U.S.C. 1512);
(xiv) 
federally 
recognized 
Indian
tribes, Indian organizations, and Alaska
Native villages; and
(xv) Native Hawaiians.
(11) POSTSECONDARY EDUCATIONAL INSTITU-
TION.—The term ‘‘postsecondary education institu-
tion’’ means an institution of higher education (as
such term is defined in section 481 of the Higher
Education Act of 1965 (20 U.S.C. 1088)) which
continues to meet the eligibility and certification re-
quirements under section 498 of such Act.
(12) REGISTERED APPRENTICESHIP AGENCY.—
The term ‘‘registered apprenticeship agency’’ means
either—
(A) the Bureau of Apprenticeship and
Training in the Department of Labor; or
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(B) a State apprenticeship agency recog-
nized and approved by the Bureau of Appren-
ticeship and Training as the appropriate body
for State registration or approval of local ap-
prenticeship programs and agreements for Fed-
eral purposes.
(13) 
REGISTERED
APPRENTICESHIP
PRO-
GRAM.—The term ‘‘registered apprenticeship pro-
gram’’ means a program registered by a registered
apprenticeship agency.
(14) RELATED SERVICES.—The term ‘‘related
services’’ includes the types of services described in
section 602(17) of the Individuals with Disabilities
Education Act (20 U.S.C. 1401(17)).
(15) SCHOOL
DROPOUT.—The term ‘‘school
dropout’’ means an individual who is no longer at-
tending any school, is subject to a compulsory at-
tendance law, and who has not received a secondary
school diploma or a certificate from a program of
equivalency for such a diploma.
(16) SCHOOL SITE MENTOR.—The term ‘‘school
site mentor’’ means a professional employed at the
school who is designated as the advocate for a par-
ticular student, and who works in consultation with
classroom teachers, counselors, and the employer to
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design and monitor the progress of the student’s
school-to-work program.
(17) SECRETARIES.—The term ‘‘Secretaries’’
means the Secretary of Education and the Secretary
of Labor.
(18) SKILL CERTIFICATE.—The term ‘‘skill cer-
tificate’’ means a portable, industry-recognized cre-
dential issued by a School-to-Work Opportunities
program under an approved plan, that certifies that
a student has mastered skills at levels that are at
least as challenging as skill standards endorsed by
the National Skill Standards Board established
under the Goals 2000: Educate America Act, except
that until such skill standards are developed, the
term ‘‘skill certificate’’ means a credential issued
under a process described in a State’s approved
plan.
(19) STATE.—
(A) IN GENERAL.—Except as provided in
subparagraph (B), the term ‘‘State’’ means
each of the several States, the District of Co-
lumbia, and the Commonwealth of Puerto Rico.
(B) TITLES IV AND V.—For purposes of ti-
tles IV and V, the term ‘‘State’’ means each of
the several States, the District of Columbia, the
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Commonwealth of Puerto Rico, the Common-
wealth of the Northern Mariana Islands, Amer-
ican Samoa, Guam, the Virgin Islands, the Fed-
erated States of Micronesia, the Republic of the
Marshall Islands, and Palau.
(20) STATE EDUCATIONAL AGENCY.—The term
‘‘State educational agency’’ means the officer or
agency primarily responsible for the State super-
vision of public elementary and secondary schools.
(21) WORKPLACE MENTOR.—The term ‘‘work-
place mentor’’ means an employee at the workplace
who possesses the skills and knowledge to be mas-
tered by a student, and who instructs the student,
critiques the student’s performance, challenges the
student to perform well, and works in consultation
with classroom teachers and the employer.
SEC. 5. FEDERAL ADMINISTRATION.
(a) JOINT ADMINISTRATION.—
(1) IN GENERAL.—Notwithstanding the Depart-
ment of Education Organization Act (20 U.S.C.
3401 et seq.), the General Education Provisions Act
(20 U.S.C. 1221 et seq.), the statutory provisions
relating to the establishment of the Department of
Labor (29 U.S.C. 551 et seq.), and section 166 of
the Job Training Partnership Act (29 U.S.C. 1576),
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the Secretaries shall jointly provide for the adminis-
tration of this Act, and may issue whatever proce-
dures, guidelines, and regulations, in accordance
with section 553 of title 5, United States Code, they
deem necessary and appropriate to administer and
enforce the provisions of this Act.
(2) SUBMISSION OF PLAN.—Not later than 120
days after the date of the enactment of this Act, the
Secretaries shall develop and submit a plan for the
joint administration of this Act to the Committee on
Education and Labor of the House of Representa-
tives and the Committee on Labor and Human Re-
sources of the Senate for review and comment on
such plan by such committees.
(b) TERMINATION
OR
SUSPENSION
OF
ASSIST-
ANCE.—
(1) IN GENERAL.—The Secretaries may termi-
nate or suspend any financial assistance under this
Act, in whole or in part, or not extend payments
under an existing grant under this Act, if the Sec-
retaries determine that a recipient has failed to meet
any requirements of this Act, including—
(A) reporting requirements under section
402(c);
(B) regulations under this Act; or
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(C) an approved plan submitted pursuant
to this Act.
(2) NOTICE
AND
OPPORTUNITY
FOR
HEAR-
ING.—If the Secretaries terminate or suspend finan-
cial assistance, or do not extend payments under an
existing grant under paragraph (1), with respect to
recipient or proposed recipient, then the Secretaries
shall provide—
(A) prompt notice to such recipient or pro-
posed recipient; and
(B) the opportunity for a hearing to such
recipient or proposed recipient not later than 30
days after the date on which such notice is
provided.
(3) NONDELEGATION.—The Secretaries shall
not delegate any of the functions or authority speci-
fied under this subsection, other than to an officer
whose appointment was required to be made by and
with the advice and consent of the Senate.
(c) ACCEPTANCE OF GIFTS.—The Secretaries are au-
thorized, in carrying out this Act, to accept, purchase, or
lease in the name of the Department of Labor or the De-
partment of Education, and employ or dispose of in fur-
therance of the purposes of this Act, any money or prop-
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erty, real, personal, or mixed, tangible or intangible, re-
ceived by gift, devise, bequest, or otherwise.
(d) USE
OF VOLUNTARY
AND UNCOMPENSATED
SERVICES.—Notwithstanding section 1342 of title 31,
United States Code, the Secretaries are authorized to ac-
cept voluntary and uncompensated services in furtherance
of the purposes of this Act.
SEC. 6. AUTHORIZATION OF APPROPRIATIONS.
(a) IN GENERAL.—There are authorized to be appro-
priated to the Secretaries to carry out this Act
$300,000,000 for fiscal year 1995 and such sums as may
be necessary for each of the fiscal years 1996 through
2002.
(b) RESERVATIONS.—From amounts appropriated
under subsection (a) for any fiscal year, the Secretaries—
(1) shall reserve an amount equal to not more
than one half of 1 percent of such amounts for such
fiscal year to provide grants under sections 202(b)
and 212(b) to the Commonwealth of the Northern
Mariana Islands, American Samoa, Guam, the Vir-
gin Islands, the Federated States of Micronesia, the
Republic of the Marshall Islands, and Palau;
(2) shall reserve an amount equal to not more
than one half of 1 percent of such amounts for such
fiscal year to provide grants under subtitle C of title
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II to establish and carry out School-to-Work Oppor-
tunities programs for Indian youths that involve Bu-
reau funded schools (as defined in section 1139(3)
of the Education Amendments of 1978 (25 U.S.C.
2019(3)));
(3) shall reserve an amount equal to 10 percent
of such amounts for such fiscal year to provide
grants under section 302(b) to local partnerships lo-
cated in high poverty areas; and
(4) may reserve an amount equal to not more
than 5 percent of such amounts for such fiscal year
to carry out title IV.
(c) AVAILABILITY OF FUNDS.—Amounts authorized
to be appropriated under subsection (a) are authorized to
remain available until expended.
TITLE I—SCHOOL-TO-WORK OP-
PORTUNITIES 
BASIC 
PRO-
GRAM COMPONENTS
SEC. 101. GENERAL PROGRAM REQUIREMENTS.
A School-to-Work Opportunities program under this
Act shall—
(1) integrate work-based learning and school-
based learning, as provided for in sections 102 and
103, integrate academic and occupational learning,
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and build effective linkages between secondary and
postsecondary education;
(2) provide all students opportunities to com-
plete a career major; and
(3) incorporate the basic program components
provided in sections 102 through 104.
SEC. 102. WORK-BASED LEARNING COMPONENT.
The work-based learning component of a School-to-
Work Opportunities program shall include—
(1) a planned program of job training and work
experiences, including pre-employment and employ-
ment skills to be mastered at progressively higher
levels, that are relevant to a student’s career major
and lead to the award of a skill certificate;
(2) paid work experience;
(3) workplace mentoring;
(4) instruction in general workplace com-
petencies; and
(5) broad instruction in a variety of elements of
an industry.
SEC. 103. SCHOOL-BASED LEARNING COMPONENT.
The school-based learning component of a School-to-
Work Opportunities program shall include—
(1) career awareness and career exploration and
counseling (beginning at the earliest possible age,
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but beginning no later than the middle school
grades) in order to help students who may be inter-
ested to identify, and select or reconsider, their in-
terests, goals, and career majors, including those op-
tions that may not be traditional for their gender,
race, or ethnicity;
(2) initial selection by interested students of a
career major not later than the beginning of the
11th grade;
(3) a program of study designed to meet the
same academic content standards the State has es-
tablished for all students, including, where applica-
ble, standards established under the Goals 2000:
Educate America Act, and to meet the requirements
necessary for a student to earn a skill certificate;
(4) a program of instruction and curriculum
that integrates academic and vocational learning (in-
cluding applied methodologies and team-teaching
strategies), and incorporates instruction in a variety
of elements of an industry, appropriately tied to a
participant’s career major;
(5) regularly scheduled evaluations involving on-
going consultation with students and school dropouts
to identify their academic strengths and weaknesses,
academic progress, workplace knowledge, goals, and
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the need for additional learning opportunities to
master core academic and vocational skills; and
(6) mechanisms which allow students partici-
pating in a school-to-work program to transfer to a
post-secondary program.
SEC. 104. CONNECTING ACTIVITIES COMPONENT.
The connecting activities component of a School-to-
Work Opportunities program shall include—
(1) matching students with employers’ work-
based learning opportunities;
(2) serving as a liaison among the employer,
school, teacher, parent, student, and, if appropriate,
other community partners;
(3) providing technical assistance and services
to employers, including small and medium sized
businesses, and others in designing work-based and
school-based learning components, counseling and
case management services, and in the training of
teachers, workplace mentors, school site mentors,
and counselors;
(4) providing assistance to schools and employ-
ers to integrate school-based and work-based learn-
ing and integrate academic and occupational learn-
ing;
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(5) providing assistance to participants who
have completed the program in finding an appro-
priate job, continuing their education, or entering
into an additional training program, and linking stu-
dents with other community services which may be
necessary to assure a successful transition from
school to work;
(6) collecting information regarding post-pro-
gram outcomes of participants in the School-to-Work
Opportunities program and analyzing such informa-
tion, to the extent practicable, on the basis of socio-
economic status, race, gender, ethnicity, disability,
limited English proficiency, school dropouts, and
academically talented students; and
(7) linking youth development activities under
this Act with employer and industry strategies for
upgrading the skills of their workers.