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‘‘SEC. 6203. FELLOWSHIPS FOR INDIAN STUDENTS.
‘‘(a) FELLOWSHIPS.—
‘‘(1) AUTHORITY.—The Secretary is authorized
to award fellowships to Indian students to enable such
students to study in graduate and professional pro-
grams at institutions of higher education.
‘‘(2) REQUIREMENTS.—The fellowships described
in paragraph (1) shall be awarded to Indian students
to enable such students to pursue a course of study—
‘‘(A) of not more than 4 academic years;
and
‘‘(B) that leads—
‘‘(i) toward a postbaccalaureate degree
in medicine, clinical psychology, psychol-
ogy, law, education, and related fields; or
‘‘(ii) to an undergraduate or graduate
degree in engineering, business administra-
tion, natural resources, and related fields.
‘‘(b) STIPENDS.—The Secretary shall pay to Indian
students awarded fellowships under subsection (a) such sti-
pends (including allowances for subsistence of such students
and dependents of such students) as the Secretary deter-
mines to be consistent with prevailing practices under com-
parable federally supported programs.
‘‘(c) PAYMENTS TO INSTITUTIONS IN LIEU OF TUI-
TION.—The Secretary shall pay to the institution of higher
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education at which the holder of a fellowship is pursuing
a course of study, such amount as the Secretary determines
to be necessary to cover the cost of education provided the
fellowship recipient.
‘‘(d) SPECIAL RULES.—
‘‘(1) IN
GENERAL.—If a fellowship awarded
under subsection (a) is vacated prior to the end of the
period for which the fellowship is awarded, the Sec-
retary may award an additional fellowship for the
unexpired portion of the period of the fellowship.
‘‘(2) WRITTEN NOTICE.—Not later than 45 days
before the commencement of an academic term, the
Secretary shall provide to each individual who is
awarded a fellowship under subsection (a) for such
academic term written notice of—
‘‘(A) the amount of the fellowship; and
‘‘(B) any stipends or other payments that
will be made under this section to, or for the ben-
efit of, the individual for the academic term.
‘‘(3) PRIORITY.—In awarding fellowships under
subsection (a), the Secretary shall give priority to
awarding not more than 10 percent of such fellow-
ships to Indian students who are receiving training
in guidance counseling with a specialty in the area
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of alcohol and substance abuse counseling and edu-
cation.
‘‘(e) SERVICE OBLIGATION.—
‘‘(1) IN GENERAL.—The Secretary shall require,
by regulation, that an individual who receives finan-
cial assistance under this section—
‘‘(A) perform work—
‘‘(i) related to the training for which
the individual receives assistance under this
section; and
‘‘(ii) that benefits Indian people; or
‘‘(B) repay all or a prorated portion of such
assistance.
‘‘(2) REPORTING
PROCEDURE.—The Secretary
shall establish, by regulation, a reporting procedure
under which the recipient of training assistance
under this section, not later than 12 months after the
date of completion of the training and periodically
thereafter, shall provide information concerning the
compliance of such recipient with the work require-
ment under paragraph (1).
‘‘(f) ADMINISTRATION
OF FELLOWSHIPS.—The Sec-
retary may administer the fellowships authorized under
this section through a grant to, or contract or cooperative
agreement with, an Indian organization with demonstrated
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qualifications to administer all facets of the program as-
sisted under this section.
‘‘SEC. 6204. GIFTED AND TALENTED.
‘‘(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to—
‘‘(1) establish two centers for gifted and talented
Indian students at tribally controlled community col-
leges in accordance with this section; and
‘‘(2) support demonstration projects described in
subsection (c).
‘‘(b) ELIGIBLE ENTITIES.—The Secretary shall make
grants to, or enter into contracts, for the activities described
in subsection (a), with—
‘‘(1) two tribally controlled community colleges
that—
‘‘(A) are eligible for funding under the Trib-
ally Controlled Community College Assistance
Act of 1978; and
‘‘(B) are accredited by a State or regional
accrediting agency or organization; or
‘‘(2) if the Secretary does not receive applica-
tions that the Secretary determines to be approvable
from two colleges that meet the requirements of para-
graph (1), the American Indian Higher Education
Consortium.
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‘‘(c) USE OF FUNDS.—
‘‘(1) IN GENERAL.—The grants made, or con-
tracts entered into, by the Secretary under subsection
(a) shall be used for—
‘‘(A) the establishment of centers described
in subsection (a); and
‘‘(B) carrying out demonstration projects
designed to—
‘‘(i) address the special needs of Indian
students in elementary and secondary
schools who are gifted and talented; and
‘‘(ii) provide such support services to
the families of the students described in
clause (i) as are needed to enable such stu-
dents to benefit from the projects.
‘‘(2) SUBCONTRACTS.—Each recipient of a grant
or contract under subsection (a) may enter into a
contract with any other entity, including the Chil-
dren’s Television Workshop, to carry out the dem-
onstration project under this subsection.
‘‘(3) DEMONSTRATION
PROJECTS.—Demonstra-
tion projects assisted under subsection (a) may in-
clude—
‘‘(A) the identification of the special needs
of gifted and talented Indian students, particu-
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larly at the elementary school level, giving atten-
tion to—
‘‘(i) the emotional and psychosocial
needs of such students; and
‘‘(ii) providing such support services to
the families of such students as are needed
to enable such students to benefit from the
project;
‘‘(B) 
the 
conduct 
of 
educational,
psychosocial, and developmental activities that
the Secretary determines holds a reasonable
promise of resulting in substantial progress to-
ward meeting the educational needs of such gift-
ed and talented children, including—
‘‘(i) demonstrating and exploring the
use of Indian languages and exposure to In-
dian cultural traditions; and
‘‘(ii) mentoring and apprenticeship
programs;
‘‘(C) the provision of technical assistance
and the coordination of activities at schools that
receive grants under subsection (d) with respect
to the activities assisted under such grants, the
evaluation of programs assisted under such
grants, or the dissemination of such evaluations;
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‘‘(D) the use of public television in meeting
the special educational needs of such gifted and
talented children;
‘‘(E) leadership programs designed to rep-
licate programs for such children throughout the
United States, including disseminating informa-
tion derived from the demonstration projects con-
ducted under subsection (a); and
‘‘(F) appropriate research, evaluation, and
related activities pertaining to the needs of such
children and to the provision of such support
services to the families of such children that are
needed to enable such children to benefit from the
project.
‘‘(4) APPLICATION.—Each entity desiring a
grant under subsection (a) shall submit an applica-
tion to the Secretary at such time and in such man-
ner as the Secretary may prescribe.
‘‘(d) ADDITIONAL GRANTS.—
‘‘(1) IN GENERAL.—The Secretary, in consulta-
tion with the Secretary of the Interior, shall award
5 grants to schools funded by the Bureau of Indian
Affairs (hereafter in this section referred to as ‘Bu-
reau schools’) for program research and development
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and the development and dissemination of curriculum
and teacher training material, regarding—
‘‘(A) gifted and talented students;
‘‘(B) college preparatory studies (including
programs for Indian students with an interest in
pursuing teaching careers);
‘‘(C) students with special culturally related
academic needs, including students with social,
lingual, and cultural needs; or
‘‘(D) mathematics and science education.
‘‘(2) APPLICATIONS.—Each Bureau school desir-
ing a grant under this subsection shall submit an ap-
plication to the Secretary in such form and at such
time as the Secretary may prescribe.
‘‘(3) SPECIAL
RULE.—Each application de-
scribed in paragraph (2) shall be developed, and each
grant under this subsection shall be administered,
jointly by the supervisor of the Bureau school and the
local educational agency serving such school.
‘‘(4) 
REQUIREMENTS.—In 
awarding 
grants
under paragraph (1), the Secretary shall achieve a
mixture of the programs described in paragraph (1)
that ensures that Indian students at all grade levels
and in all geographic areas of the United States are
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able to participate in a program assisted under this
subsection.
‘‘(5) GRANT PERIOD.—Subject to the availability
of appropriations, grants under paragraph (1) shall
be awarded for a 3-year period and may be renewed
by the Secretary for additional 3-year periods if the
Secretary determines that the performance of the
grant recipient has been satisfactory.
‘‘(6) DISSEMINATION.—The dissemination of any
materials developed from activities assisted under
paragraph (1) shall be carried out in cooperation
with entities that receive funds pursuant to subsection
(b).
‘‘(7) EVALUATION COSTS.—(A) The costs of eval-
uating any activities assisted under paragraph (1)
shall be divided between the Bureau schools conduct-
ing such activities and the recipients of grants or con-
tracts under subsection (b) who conduct demonstra-
tion projects under such subsection.
‘‘(B) If no funds are provided under subsection
(b) for—
‘‘(i) the evaluation of activities assisted
under paragraph (1);
‘‘(ii) technical assistance and coordination
with respect to such activities; or
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‘‘(iii) the dissemination of the evaluations
referred to in clause (i),
then the Secretary shall make such grants, or enter
into such contracts, as are necessary to provide for the
evaluations, technical assistance, and coordination of
such activities, and the dissemination of the evalua-
tions.
‘‘(e) INFORMATION NETWORK.—The Secretary shall
encourage each recipient of a grant or contract under this
section to work cooperatively as part of a national network
to ensure that the information developed by the grant or
contract recipient is readily available to the entire edu-
cational community of the United States.
‘‘SEC. 6205. GRANTS FOR EVALUATION AND TECHNICAL AS-
SISTANCE.
‘‘(a) IN GENERAL.—The Secretary may award grants
to, and enter into contracts with, public agencies, State edu-
cational agencies in States in which more than 5,000 In-
dian children are enrolled in public elementary and second-
ary schools, Indian tribes, Indian institutions, Indian orga-
nizations, and private institutions and organizations, to es-
tablish, on a regional basis, information centers that
shall—
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‘‘(1) evaluate programs that receive assistance
under this title and evaluate other Indian education
programs in order to—
‘‘(A) determine the effectiveness of the pro-
grams in meeting the special educational and
culturally related academic needs of Indian chil-
dren and adults; and
‘‘(B) conduct research to determine the
needs described in subparagraph (A);
‘‘(2) provide technical assistance in the form of
materials and personnel resources, upon request, to
local educational agencies and Indian tribes, Indian
organizations, Indian institutions, and committees
described in section 6104(c)(4) in evaluating and car-
rying out activities assisted under this title; and
‘‘(3) disseminate information, upon request, to
the entities described in paragraph (1) concerning all
Federal education programs that affect the education
of Indian children and adults, including information
concerning successful models and programs designed
to meet the special educational needs of Indian chil-
dren.
‘‘(b) PERIOD OF GRANT OR CONTRACT.—Each grant
or contract under this section may be for a period of not
more than 3 years, and may be renewed for an additional
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3-year period if the Secretary annually reviews the per-
formance of the grant recipient and determines that satis-
factory progress has been made.
‘‘(c) USE
OF FUNDS.—The Secretary may award
grants and enter into contracts with Indian tribes, institu-
tions, and organizations, and public agencies and institu-
tions for—
‘‘(1) the dissemination, on a national basis, of
information concerning education programs, services,
and resources available to Indian children and adults,
including evaluations of such programs, services, and
resources; and
‘‘(2) the evaluation of the effectiveness of feder-
ally assisted programs in which Indian children and
adults may participate in achieving the purposes of
such programs relating to Indian children and adults.
‘‘(d) STATE AGENCY GRANTS AND CONTRACTS.—The
Secretary shall award not more than 15 percent of the funds
appropriated under subsection (g) for each fiscal year to
State educational agencies.
‘‘(e) APPLICATION.—
‘‘(1) IN GENERAL.—Each entity desiring assist-
ance under this section shall submit an application to
the Secretary at such time, in such manner, and ac-
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companied by such information as the Secretary may
reasonably require.
‘‘(2) 
PRIORITY.—In 
approving 
applications
under this section, the Secretary shall give priority to
Indian educational agencies, organizations, and insti-
tutions.
‘‘(3) APPROVAL.—The Secretary may approve an
application under this section, only if the Secretary
determines that the funds made available under this
section will be used to supplement the level of funds
from State, local, and other Federal sources that
would, in the absence of Federal funds provided under
this section, be made available by the State or local
educational agency for the activities described in this
section, and in no case will be used to supplant such
funds.
‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated to the Department of Edu-
cation $8,000,000 for each of the fiscal years 1995 through
1999 to carry out this section.
‘‘SEC. 6206. GRANTS TO TRIBES FOR EDUCATION ADMINIS-
TRATIVE PLANNING AND DEVELOPMENT.
‘‘(a) IN GENERAL.—The Secretary may make grants
to Indian tribes, and tribal organizations approved by In-
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dian tribes, to plan and develop a centralized tribal admin-
istrative entity to—
‘‘(1) coordinate all education programs operated
by the tribe or within the territorial jurisdiction of
the tribe;
‘‘(2) develop education codes for schools within
the territorial jurisdiction of the tribe;
‘‘(3) provide support services and technical as-
sistance to schools serving children of the tribe; and
‘‘(4) perform child-find screening services for the
preschool-aged children of the tribe to—
‘‘(A) ensure placement in appropriate edu-
cational facilities; and
‘‘(B) coordinate the provision of any needed
special services for conditions such as disabilities
and English language skill deficiencies.
‘‘(b) PERIOD OF GRANT.—Each grant under this sec-
tion may be awarded for a period of not more than 3 years,
except that such grant may be renewed upon the termi-
nation of the initial period of the grant if the grant recipi-
ent demonstrates to the satisfaction of the Secretary that
renewing the grant for an additional 3-year period is nec-
essary to carry out the objectives of the grant described in
subsection (c)(2)(A).
‘‘(c) APPLICATION FOR GRANT.—
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‘‘(1) IN GENERAL.—Each Indian tribe and tribal
organization desiring a grant under this section shall
submit an application to the Secretary at such time,
in such manner, containing such information, and
consistent with such criteria, as the Secretary may
prescribe in regulations.
‘‘(2) CONTENTS.—Each application described in
paragraph (1) shall contain—
‘‘(A) a statement describing the activities to
be conducted, and the objectives to be achieved,
under the grant; and
‘‘(B) a description of the method to be used
for evaluating the effectiveness of the activities
for which assistance is sought and determining
whether such objectives are achieved.
‘‘(3) APPROVAL.—The Secretary may approve an
application submitted by a tribe or tribal organiza-
tion pursuant to this section only if the Secretary is
satisfied that such application, including any docu-
mentation submitted with the application—
‘‘(A) demonstrates that the applicant has
consulted with other education entities, if any,
within the territorial jurisdiction of the appli-
cant who will be affected by the activities to be
conducted under the grant;
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‘‘(B) provides for consultation with such
other education entities in the operation and
evaluation of the activities conducted under the
grant; and
‘‘(C) demonstrates that there will be ade-
quate resources provided under this section or
from other sources to complete the activities for
which assistance is sought, except that the avail-
ability of such other resources shall not be a
basis for disapproval of such application.
‘‘(d) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated to the Department of
Education $3,000,000 for each of the fiscal years 1995
through 1999 to carry out this section.
‘‘PART C—SPECIAL PROGRAMS RELATING TO
ADULT EDUCATION FOR INDIANS
‘‘SEC. 6301. IMPROVEMENT OF EDUCATIONAL OPPORTUNI-
TIES FOR ADULT INDIANS.
‘‘(a) IN GENERAL.—The Secretary shall award grants
to State and local educational agencies, and to Indian
tribes, institutions, and organizations—
‘‘(1) to support planning, pilot, and demonstra-
tion projects that are designed to test and demonstrate
the effectiveness of programs for improving employ-
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ment and educational opportunities for adult Indi-
ans;
‘‘(2) to assist in the establishment and operation
of programs that are designed to stimulate—
‘‘(A) basic literacy opportunities for all
nonliterate Indian adults; and
‘‘(B) the provision of opportunities to all
Indian adults to qualify for a secondary school
diploma, or its recognized equivalent, in the
shortest period of time feasible;
‘‘(3) to support a major research and develop-
ment program to develop more innovative and effec-
tive techniques for achieving literacy and secondary
school equivalency for Indians;
‘‘(4) to provide for basic surveys and evaluations
to define accurately the extent of the problems of illit-
eracy and lack of secondary school completion among
Indians; and
‘‘(5) to encourage the dissemination of informa-
tion and materials relating to, and the evaluation of,
the effectiveness of education programs that may offer
educational opportunities to Indian adults.
‘‘(b) EDUCATIONAL SERVICES.—The Secretary may
make grants to Indian tribes, institutions, and organiza-
tions to develop and establish educational services and pro-
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grams specifically designed to improve educational oppor-
tunities for Indian adults.
‘‘(c) INFORMATION AND EVALUATION.—The Secretary
may make grants to, and enter into contracts with, public
agencies and institutions and Indian tribes, institutions,
and organizations, for—
‘‘(1) the dissemination of information concerning
educational programs, services, and resources avail-
able to Indian adults, including evaluations of the
programs, services, and resources; and
‘‘(2) the evaluation of federally assisted programs
in which Indian adults may participate to determine
the effectiveness of the programs in achieving the pur-
poses of the programs with respect to Indian adults.
‘‘(d) APPLICATIONS.—
‘‘(1) IN GENERAL.—Each entity desiring a grant
under this section shall submit to the Secretary an
application at such time, in such manner, containing
such information, and consistent with such criteria,
as the Secretary may prescribe in regulations.
‘‘(2) CONTENTS.—Each application described in
paragraph (1) shall contain—
‘‘(A) a statement describing the activities to
be conducted, and the objectives to be achieved,
under the grant; and
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‘‘(B) a description of the method to be used
for evaluating the effectiveness of the activities
for which assistance is sought and determining
whether the objectives of the grant are achieved.
‘‘(3) APPROVAL.—The Secretary shall not ap-
prove an application described in paragraph (1) un-
less the Secretary determines that such application,
including any documentation submitted with the ap-
plication, indicates—
‘‘(A) there has been adequate participation,
by the individuals to be served and appropriate
tribal communities, in the planning and develop-
ment of the activities to be assisted; and
‘‘(B) the individuals and tribal commu-
nities referred to in subparagraph (A) will par-
ticipate in the operation and evaluation of the
activities to be assisted.
‘‘(4) 
PRIORITY.—In 
approving 
applications
under paragraph (1), the Secretary shall give priority
to applications from Indian educational agencies, or-
ganizations, and institutions.
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‘‘PART D—NATIONAL RESEARCH ACTIVITIES
‘‘SEC. 6401. NATIONAL ACTIVITIES.
‘‘(a) AUTHORIZED ACTIVITIES.—The Secretary may
use funds made available under section 6602(b) for each
fiscal year to—
‘‘(1) conduct research related to effective ap-
proaches for the education of Indian children and
adults;
‘‘(2) evaluate federally assisted education pro-
grams from which Indian children and adults may
benefit;
‘‘(3) collect and analyze data on the educational
status and needs of Indians; and
‘‘(4) carry out other activities that are consistent
with the purpose of this title.
‘‘(b) ELIGIBILITY.—The Secretary may carry out any
of the activities described in subsection (a) directly or
through grants to, or contracts or cooperative agreements
with Indian tribes, Indian organizations, State educational
agencies, local educational agencies, institutions of higher
education, including Indian institutions of higher edu-
cation, and other public and private agencies and
institutions.
‘‘(c) COORDINATION.—Research activities supported
under this section—
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‘‘(1) shall be carried out in consultation with the
Assistant Secretary for Educational Research and
Improvement to ensure that such activities are coordi-
nated with and enhance the research and development
activities supported by the Office of Educational Re-
search and Improvement; and
‘‘(2) may include collaborative research activities
that are jointly funded and carried out by the Office
of Indian Education and the Office of Educational
Research and Improvement.
‘‘PART E—FEDERAL ADMINISTRATION
‘‘SEC. 6501. NATIONAL ADVISORY COUNCIL ON INDIAN EDU-
CATION.
‘‘(a) MEMBERSHIP.—There is established a National
Advisory Council on Indian Education (hereafter in this
section referred to as the ‘Council’), which shall—
‘‘(1) consist of 15 Indian members, who shall be
appointed by the President from lists of nominees fur-
nished, from time to time, by Indian tribes and orga-
nizations; and
‘‘(2) represent different geographic areas of the
United States.
‘‘(b) DUTIES.—The Council shall—
‘‘(1) advise the Secretary concerning the funding
and administration (including the development of
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regulations and administrative policies and practices)
of any program, including any program established
under this title—
‘‘(A) with respect to which the Secretary has
jurisdiction; and
‘‘(B)(i) that includes Indian children or
adults as participants; or
‘‘(ii) that may benefit Indian children or
adults;
‘‘(2) make recommendations to the Secretary for
filling the position of Director of Indian Education
whenever a vacancy occurs; and
‘‘(3) submit to the Congress, not later than June
30 of each year, a report on the activities of the Coun-
cil, including—
‘‘(A) any recommendations that the Council
considers appropriate for the improvement of
Federal education programs that include Indian
children or adults as participants, or that may
benefit Indian children or adults; and
‘‘(B) recommendations concerning the fund-
ing of any program described in subparagraph
(A).
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‘‘SEC. 6502. PEER REVIEW.
‘‘The Secretary may use a peer review process to re-
view applications submitted to the Secretary under part B,
C, or D.
‘‘SEC. 6503. PREFERENCE FOR INDIAN APPLICANTS.
‘‘In making grants under part B, C, or D, the Sec-
retary shall give a preference to Indian tribes, organiza-
tions, and institutions of higher education under any pro-
gram with respect to which Indian tribes, organizations,
and institutions are eligible to apply for grants.
‘‘SEC. 6504. MINIMUM GRANT CRITERIA.
‘‘The Secretary may not approve an application for
a grant under part B or C unless the application is for
a grant that is—
‘‘(1) of sufficient size, scope, and quality to
achieve the purpose or objectives of such grant; and
‘‘(2) based on relevant research findings.
‘‘PART F—DEFINITIONS; AUTHORIZATIONS OF
APPROPRIATIONS
‘‘SEC. 6601. DEFINITIONS.
‘‘As used in this title:
‘‘(1) ADULT.—The term ‘adult’ means an indi-
vidual who—
‘‘(A) has attained the age of 16 years; or
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‘‘(B) has attained an age that is greater
than the age of compulsory school attendance
under an applicable State law.
‘‘(2) ADULT EDUCATION.—The term ‘adult edu-
cation’ has the meaning given such term in section
312(2) of the Adult Education Act.
‘‘(3) FREE PUBLIC EDUCATION.—The term ‘free
public education’ means education that is—
‘‘(A) provided at public expense, under pub-
lic supervision and direction, and without tui-
tion charge; and
‘‘(B) provided as elementary or secondary
education in the applicable State or to preschool
children.
‘‘(4) INDIAN.—The term ‘Indian’ means an indi-
vidual who is—
‘‘(A) a member of an Indian tribe or band,
as membership is defined by the tribe or band,
including—
‘‘(i) any tribe or band terminated since
1940; and
‘‘(ii) any tribe or band recognized by
the State in which the tribe or band resides;
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‘‘(B) a descendant, in the first or second de-
gree, of an individual described in subparagraph
(A);
‘‘(C) considered by the Secretary of the Inte-
rior to be an Indian for any purpose;
‘‘(D) an Eskimo, Aleut, or other Alaska Na-
tive; or
‘‘(E) a member of an organized Indian
group that received a grant under this title prior
to the date of enactment of the Act entitled the
‘Improving America’s Schools Act of 1994’.
‘‘SEC. 6602. AUTHORIZATIONS OF APPROPRIATIONS.
‘‘(a) PART A.—For the purpose of carrying out part
A of this title, there are authorized to be appropriated to
the Department of Education $61,300,000 for fiscal year
1995 and such sums as may be necessary for each of the
4 succeeding fiscal years.
‘‘(b) PARTS B THROUGH D.—For the purpose of car-
rying out parts B, C, and D of this title, there are author-
ized to be appropriated to the Department of Education
$31,925,000 for fiscal year 1995 and such sums as may be
necessary for each of the 4 succeeding fiscal years.
‘‘(c) PART E.—For the purpose of carrying out part
E of this title, there are authorized to be appropriated to
the Department of Education $3,775,000 for fiscal year
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1995 and such sums as may be necessary for each of the
4 succeeding fiscal years.
‘‘SEC. 6603. CROSS REFERENCES.
‘‘The Tribally Controlled Schools Act of 1988 is
amended—
‘‘(1) in subparagraph (C) of section 5204(a)(3)
(20 U.S.C. 2503(a)(3)(C)), by striking ‘‘chapter 1 of’’;
and
‘‘(2) in section 5205 (20 U.S.C. 2504)—
‘‘(A) in subsection (a)(3), by striking
‘‘chapter 1 of’’; and
‘‘(B) in subsection (b)—
‘‘(i) in paragraph (2), by striking
‘‘chapter 1 of’’; and
‘‘(ii) in paragraph (3)(A), by striking
‘‘chapter 1 of’’.
‘‘TITLE 
VII—LANGUAGE 
EN-
HANCEMENT 
AND 
ACQUISI-
TION PROGRAMS
‘‘PART A—BILINGUAL EDUCATION PROGRAMS
‘‘SEC. 7101. SHORT TITLE.
‘‘This part may be cited as the ‘Bilingual Education
Act’.
‘‘SEC. 7102. FINDINGS.
‘‘The Congress finds that—
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‘‘(1) there are large and growing numbers of
children and youth of limited-English proficiency,
many of whom have a cultural heritage that differs
from that of their English proficient peers;
‘‘(2) limited-English proficient children and
youth face a number of challenges in receiving an
education that will enable such children and youth to
participate fully in American society, including—
‘‘(A) segregated education programs;
‘‘(B) disproportionate and improper place-
ment in special education and other special pro-
grams due to the use of inappropriate evaluation
procedures;
‘‘(C) the limited-English proficiency of their
own parents, which hinders the parents’ ability
to fully participate in the education of their chil-
dren; and
‘‘(D) a shortage of teachers and other staff
who are professionally trained and qualified to
serve such children and youth;
‘‘(3) the Federal Government, as exemplified by
title VI of the Civil Rights Act of 1964 and section
204(f) of the Equal Education Opportunities Act of
1974, has a special and continuing obligation to en-
sure that States and local school districts take appro-
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priate action to provide equal educational opportuni-
ties to children and youth of limited-English pro-
ficiency;
‘‘(4) the Federal Government also, as exemplified
by the Federal Government’s efforts under this title,
has a special and continuing obligation to assist
States and local school districts in developing the ca-
pacity to provide programs of instruction that offer
limited-English proficient children and youth an
equal educational opportunity;
‘‘(5) in carrying out the Federal Government’s
responsibilities with respect to ensuring equal edu-
cational opportunity for children and youth of lim-
ited-English proficiency, the Federal Government has
learned that—
‘‘(A) large numbers of such children and
youth have needs that must be met by a program
of instruction designed specifically for such chil-
dren and youth;
‘‘(B) a primary purpose of such programs
must be developing the English language skills of
such children and youth;
‘‘(C) the use of a child or youth’s native
language and culture in classroom instruction
can—
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‘‘(i) promote self-esteem and contribute
to academic achievement and learning Eng-
lish by limited-English proficient children
and youth;
‘‘(ii) benefit English proficient children
and youth who also participate in such pro-
grams; and
‘‘(iii) develop our Nation’s national
language resources, thus promoting our Na-
tion’s competitiveness in the global econ-
omy;
‘‘(D) parent and community participation
in bilingual education programs contributes to
program effectiveness; and
‘‘(E) research, evaluation, and data-collec-
tion capabilities in the field of bilingual edu-
cation need to be strengthened so that educators
and other staff can better identify and promote
those programs, program implementation strate-
gies, and instructional practices that result in ef-
fective education; and
‘‘(6) Native Americans and Native American
languages (as such terms are defined in section 103
of the Native American Languages Act) have a unique
status under Federal law that requires special policies
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within the broad purposes of this Act to serve the edu-
cation needs of language minority students in the
United States.
‘‘SEC. 7103. POLICY; AUTHORIZATION OF APPROPRIATIONS.
‘‘(a) POLICY.—The Congress declares it to be the policy
of the United States, in order to ensure equal educational
opportunity for all children and youth and to promote edu-
cational excellence, to assist State and local educational
agencies and consortia of local educational agencies, insti-
tutions of higher education and community based organiza-
tions to build their capacity to establish, implement, and
sustain programs of instruction for children and youth of
limited-English proficiency that—
‘‘(1) develop the English of such children and
youth and, to the extent possible, the native language
skills of such children and youth;
‘‘(2) educate such children and youth to meet the
same rigorous standards for academic performance
expected of all children and youth, including meeting
challenging State content standards and challenging
State student performance standards in academic
areas;
‘‘(3) develop bilingual skills and multicultural
understanding; and
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‘‘(4) provide similar assistance to Native Ameri-
cans with certain modifications relative to the unique
status of Native American languages under Federal
law.
‘‘(b) AUTHORIZATION OF APPROPRIATIONS.—For the
purpose of carrying out this part, there are authorized to
be appropriated $215,000,000 for fiscal year 1995 and such
sums as may be necessary for each of the 4 succeeding fiscal
years.
‘‘SEC. 7104. DEFINITIONS.
‘‘For the purpose of this title:
‘‘(1) BILINGUAL EDUCATION PROGRAM.—(A) The
term ‘bilingual education program’—
‘‘(i) means a program of instruction de-
signed specifically for children and youth of lim-
ited-English proficiency at any grade level, in-
cluding the preschool, elementary, or secondary
school levels, that is intended—
‘‘(I) to help such children and youth
develop proficiency in English and, to the
extent possible, the native language of such
children and youth; and
‘‘(II) to achieve to high academic
standards in all courses of study; and
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‘‘(ii) may include activities to assist the
parents of such children and youth enrolled in
bilingual education programs to participate in
the education of their children.
‘‘(B)(i) A bilingual education program may be
conducted in English, the native language, or both
languages, except that all bilingual education pro-
grams shall develop proficiency in the English lan-
guage. The native language may be used in the in-
structional program to facilitate the acquisition of
English, to develop overall linguistic competence, and
to develop competence in the academic curriculum.
‘‘(ii) A bilingual education program shall, to the
extent possible, incorporate the cultural heritage of the
children or youth of limited-English proficiency
served by the program, as well as the cultural heritage
of other children in American society.
‘‘(C) Children and youth proficient in English
may participate in a bilingual education program to
enable all children and youth participating in a bi-
lingual education program to become proficient in
English and a second language.
‘‘(2) CHILDREN AND YOUTH.—The term ‘children
and youth’ means individuals aged three through 21.
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‘‘(3) DIRECTOR.—The term ‘Director’ means the
Director of the Office of Bilingual Education and Mi-
nority Languages Affairs established under section
210 of the Department of Education Organization
Act.
‘‘(4) JURISDICTION WHERE A NATIVE AMERICAN
LANGUAGE HAS OFFICIAL STATUS.—The term ‘juris-
diction where a Native American language has offi-
cial status’ refers to States, territories, common-
wealths, cities, counties, reservations, Alaska Native
villages, school districts, and other jurisdictions simi-
lar to those described in this paragraph that have le-
gally recognized a Native American language for con-
ducting an aspect of their official business.
‘‘(5) LIMITED-ENGLISH PROFICIENCY AND LIM-
ITED-ENGLISH PROFICIENT.—The terms ‘limited-Eng-
lish proficiency’ and ‘limited-English proficient’,
when used with reference to an individual, mean an
individual—
‘‘(A) who—
‘‘(i) was not born in the United States
or whose native language is a language
other than English and comes from an envi-
ronment where a language other than Eng-
lish is dominant; or
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‘‘(ii) is a Native American or Alaska
Native and comes from an environment
where a language other than English has
had a significant impact on such individ-
ual’s level of English language proficiency;
or
‘‘(iii) is migratory and whose native
language is other than English and comes
from an environment where a language
other than English is dominant; and
‘‘(B) who, by reason thereof, has sufficient
difficulty speaking, reading, writing, or under-
standing the English language to deny such indi-
vidual the opportunity to learn successfully in
classrooms where the language of instruction is
English or to participate fully in our society.
‘‘(6) NATIVE AMERICAN AND NATIVE AMERICAN
LANGUAGE.—The terms ‘Native American’ and ‘Na-
tive American language’ shall have the same meaning
given such terms in section 103 of the Native Amer-
ican Languages Act of 1990.
‘‘(7) NATIVE HAWAIIAN OR NATIVE AMERICAN PA-
CIFIC ISLANDER NATIVE LANGUAGE EDUCATIONAL OR-
GANIZATION.—The term ‘Native Hawaiian or Native
American Pacific Islander native language edu-
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cational organization’ means a nonprofit organiza-
tion with a majority of its governing board and em-
ployees consisting of fluent speakers of the traditional
Native American languages used in their educational
programs and with at least five years successful expe-
rience in providing educational services in tradi-
tional Native American languages.
‘‘(8) NATIVE LANGUAGE.—The term ‘native lan-
guage’, when used with reference to an individual of
limited-English proficiency, means the language nor-
mally used by such individual, or in the case of a
child or youth, the language normally used by the
parents of the child or youth.
‘‘(9) OTHER PROGRAMS FOR PERSONS OF LIM-
ITED-ENGLISH
PROFICIENCY.—The term ‘other pro-
grams for persons of limited-English proficiency’
means any programs administered by the Secretary
that directly involve bilingual education activities
serving persons of limited-English proficiency.
‘‘SEC. 7105. NATIVE AMERICAN AND ALASKA NATIVE CHIL-
DREN IN SCHOOL.
‘‘(a) ELIGIBLE ENTITIES.—For the purpose of carry-
ing out programs under this part for individuals served by
elementary and secondary schools operated predominately
for Native American or Alaska Native children and youth,
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an Indian tribe, a tribally sanctioned educational author-
ity, a Native Hawaiian or Native American Pacific Is-
lander native language education organization, or an ele-
mentary or secondary school that is operated or funded by
the Bureau of Indian Affairs shall be considered to be a
local educational agency as such term is used in this part,
subject to the following qualifications:
‘‘(1) INDIAN
TRIBE.—The term ‘Indian tribe’
means any Indian tribe, band, nation, or other orga-
nized group or community, including any Alaska Na-
tive village or regional or village corporation as de-
fined in or established pursuant to the Alaska Native
Claims Settlement Act (43 U.S.C. 1601 et seq.), that
is recognized for the special programs and services
provided by the United States to Indians because of
their status as Indians.
‘‘(2) TRIBALLY SANCTIONED EDUCATIONAL AU-
THORITY.—The term ‘tribally sanctioned educational
authority’ means—
‘‘(A) any department or division of edu-
cation operating within the administrative
structure of the duly constituted governing body
of an Indian tribe; and
‘‘(B) any nonprofit institution or organiza-
tion that is—
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‘‘(i) chartered by the governing body of
an Indian tribe to operate any such school
or otherwise to oversee the delivery of edu-
cational services to members of that tribe;
and
‘‘(ii) approved by the Secretary for the
purpose of this section.
‘‘(b) ELIGIBLE ENTITY APPLICATION.—Notwithstand-
ing any other provision of this part, each eligible entity
described in subsection (a) shall submit any application for
assistance under this part directly to the Secretary along
with timely comments on the need for the proposed pro-
gram.
‘‘Subpart 1—Financial Assistance for Bilingual
Education
‘‘SEC. 7111. FINANCIAL ASSISTANCE FOR BILINGUAL EDU-
CATION.
‘‘(a) PURPOSE.—The purpose of this subpart is to as-
sist local educational agencies, through the grants author-
ized by subsections (b), (c), and (d), to—
‘‘(1) develop and enhance their capacity to pro-
vide high-quality instruction to children and youth of
limited-English proficiency; and
‘‘(2) to help such children and youth—
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‘‘(A) develop proficiency in English, and to
the extent possible, their native language; and
‘‘(B) meet the same challenging State con-
tent standards and challenging State student
performance standards expected for all children
and youth as required by section 1111(b).
‘‘(b) DEVELOPMENT AND ENHANCEMENT GRANTS.—
‘‘(1) IN GENERAL.—The Secretary is authorized
to make grants to local educational agencies, or com-
munity based organizations in consortia with one or
more local educational agencies and an institution of
higher education, to—
‘‘(A) develop new bilingual education pro-
grams;
‘‘(B) enhance or expand existing bilingual
education programs to meet new conditions, such
as the need to serve additional language groups
or different age or grade levels; and
‘‘(C) meet the short-term needs of local edu-
cational agencies without bilingual education
programs to serve children and youth of limited-
English proficiency.
‘‘(2) DURATION.—Grants awarded under this
subsection shall be for a period of not more than 2
years, except that grants to carry out paragraph
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(1)(A) shall be awarded for a period of not more than
3 years.
‘‘(c) COMPREHENSIVE SCHOOL GRANTS.—
‘‘(1) IN GENERAL.—The Secretary is authorized
to make grants to local educational agencies for the
purpose of implementing schoolwide bilingual edu-
cation programs that serve all (or virtually all) chil-
dren and youth of limited-English proficiency in
schools with significant concentrations of such chil-
dren and youth.
‘‘(2) DURATION.—Grants awarded under this
subsection shall be for a period of not more than 5
years, except that the Secretary shall terminate grants
to local educational agencies if the Secretary deter-
mines that—
‘‘(A) the program evaluation required by
section 7126 indicates that students in the
schoolwide program are not being taught to and
achieving challenging State content standards
and challenging State student performance
standards; or
‘‘(B) in the case of a program to promote
dual language facility, such program is not pro-
moting such facility.
‘‘(d) COMPREHENSIVE DISTRICT GRANTS.—
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‘‘(1) IN GENERAL.—The Secretary is authorized
to make grants to local educational agencies for the
purpose of implementing district-wide bilingual edu-
cation programs that serve a significant number of
children and youth of limited-English proficiency in
districts with significant concentrations of such chil-
dren and youth.
‘‘(2) DURATION.—Grants awarded under this
subsection shall be for a period of not more than 5
years, except that the Secretary shall terminate grants
to local educational agencies where the Secretary de-
termines that—
‘‘(A) the program evaluation required by
section 7126 indicates that students in the pro-
gram are not being taught to and achieving chal-
lenging State content standards and challenging
State student performance standards; or
‘‘(B) in the case of a program to promote
dual language facility, such program is not pro-
moting such facility.
‘‘(e) USE OF FUNDS.—
‘‘(1) IN
GENERAL.—Recipients of grant funds
under subsections (b), (c), and (d) may use such funds
for—
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‘‘(A) identification and acquisition of cur-
ricular materials, educational software, and
technologies to advance the education of children
and youth of limited-English proficiency;
‘‘(B) parent outreach and training activi-
ties designed to assist parents to become active
participants in the education of their children;
‘‘(C) salaries of personnel, including teacher
aides who have been specifically trained, or are
being trained, to provide services to children and
youth of limited-English proficiency;
‘‘(D) tutorials and academic or career coun-
seling for children and youth of limited-English
proficiency; and
‘‘(E) such other activities, related to the
purposes of this part, as the Secretary may ap-
prove.
‘‘(2) ADDITIONAL
ACTIVITIES.—Recipients of
funds under subsections (c) and (d) may—
‘‘(A) use such funds for preservice and in-
service professional development of staff partici-
pating, or preparing to participate, in the pro-
gram, including staff who will not directly par-
ticipate in the bilingual instructional program
(which in the case of teachers who are partici-
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pating in the program may include release time
with pay), if such activities are directly related
to serving children and youth of limited-English
proficiency and will help accomplish the pur-
poses of this subpart; and
‘‘(B) during the first 12 months of such a
grant, engage exclusively in activities pre-
paratory to the delivery of services, which may
include program design, the development of ma-
terials and procedures, and activities to involve
parents in the educational program and to en-
able parents and family members to assist in the
education of children and youth of limited-Eng-
lish proficiency.
‘‘(f) GEOGRAPHIC DISTRIBUTION OF FUNDS.—To the
extent possible, the Secretary shall award grants under this
section throughout the Nation in a manner that—
‘‘(1) reflects the geographic distribution of chil-
dren and youth of limited-English proficiency
throughout the Nation;
‘‘(2) takes into account significant increases in
limited-English proficient children and youth in
areas with low concentrations of such children and
youth; and
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‘‘(3) ensures that activities assisted under this
part address the full needs of school systems of all
sizes and geographic areas, including rural schools.
‘‘(g) CONSTRUCTION.—Nothing in this subpart shall be
construed to prohibit a local educational agency from serv-
ing limited-English proficient children and youth simulta-
neously with students with similar educational needs, in
the same educational settings where appropriate.
‘‘(h) APPLICATIONS.—
‘‘(1) IN GENERAL.—Any local educational agen-
cy or community based organization that desires a
grant under this section shall submit, through its
State educational agency, an application to the Sec-
retary, in such form, at such time, and containing
such information and assurances as the Secretary
may require.
‘‘(2) CONTENTS.—Each such application shall—
‘‘(A) describe—
‘‘(i) the need for the proposed program,
including data on the number of the chil-
dren and youth of limited-English pro-
ficiency in the school or district to be served
and the characteristics of such children and
youth, such as language spoken, dropout
rates, proficiency in English and the native
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language, academic standing in relation to
English proficient peers, and, where appli-
cable, the recency of immigration; and
‘‘(ii) the program to be implemented
and how such program’s design—
‘‘(I) relates to the linguistic and
academic needs of the children and
youth of limited-English proficiency to
be served; and
‘‘(II) is consistent with, and pro-
motes the goals in, the local edu-
cational agency’s improvement plan
under section 1112, particularly as
such plan relates to the education of
children and youth of limited-English
proficiency;
‘‘(B) provide an assurance that the appli-
cant will not reduce the level of State and local
funds that the applicant expends for bilingual
education programs if the applicant receives an
award under this subpart; and
‘‘(C) provide an assurance that the appli-
cant will employ teachers in the proposed pro-
gram that, individually or in combination, are
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proficient in English, including written, as well
as oral, communication skills.
‘‘(3) ADDITIONAL INFORMATION.—Each applica-
tion for a grant under subsection (c) or (d) shall—
‘‘(A) describe—
‘‘(i) current services the applicant pro-
vides to children and youth of limited-Eng-
lish proficiency;
‘‘(ii) what services children and youth
of limited-English proficiency will receive
under the grant that such children or youth
will not otherwise receive;
‘‘(iii) how funds received under this
subpart will be integrated with all other
Federal, State, local, and private resources
that may be used to serve children and
youth of limited-English proficiency; and
‘‘(iv) specific achievement and school
retention goals for the children and youth to
be served by the proposed program and how
progress toward achieving such goals will be
measured; and
‘‘(B) provide assurances that—
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‘‘(i) the program funded will be inte-
grated with the overall educational pro-
gram; and
‘‘(ii) the application has been devel-
oped in consultation with an advisory coun-
cil, the majority of whose members are par-
ents and other representatives of the chil-
dren and youth to be served in such pro-
grams.
‘‘(i) LIMITATION ON FUNDING.—
‘‘(1) 
DEVELOPMENT
AND
ENHANCEMENT
GRANTS.—Not more than 25 percent of the total
amount of funds that the Secretary awards under
subsection (b) for any fiscal year shall be used to pro-
vide funding to bilingual education programs that do
not use the native language.
‘‘(2) COMPREHENSIVE
SCHOOL
GRANTS.—Not
more than 25 percent of the total amount of funds
that the Secretary awards under subsection (c) for
any fiscal year shall be used to provide funding to bi-
lingual education programs that do not use the native
language.
‘‘(3) SPECIAL
RULE.—Notwithstanding para-
graphs (1) and (2), the Secretary is authorized to
award grants for bilingual education programs that
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are not conducted in the native language if an appli-
cant has demonstrated that the applicant cannot de-
velop and implement a bilingual education program
that is conducted in the native language because—
‘‘(A) the diversity of limited-English pro-
ficient students’ native languages and the small
number of students speaking each respective lan-
guage make instruction in the native language
impractical; or
‘‘(B) despite documented efforts, the appli-
cant has not been able to hire qualified instruc-
tional personnel who are able to communicate in
the students’ native language.
‘‘(j) STATE REVIEW OF APPLICATIONS UNDER PART
A.—In order for an eligible applicant to apply for funds
under this subpart, such applicant shall submit the applica-
tion to the State educational agency for review. The State
educational agency shall transmit such application to the
Secretary along with such agency’s timely comments on the
need within the State for the proposed program and whether
the proposed program is consistent with the State plan
under section 1111.
‘‘(k) CAPACITY BUILDING.—
‘‘(1) IN GENERAL.—Each recipient of a grant
under this section shall use the grant funds in ways
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that will build such recipient’s capacity to continue
to offer high quality bilingual education programs
and services to children and youth of limited-English
proficiency once Federal assistance is reduced or
eliminated.
‘‘(2) SPECIAL RULE.—In making awards under
this subpart for any fiscal year, the Secretary shall,
consistent with the quality of applications and the
funds available under this part, increase the amount
of funds used to support grants under subsections (c)
and (d) over the amount used to support grants under
subsections (c) and (d) in the previous fiscal year.
‘‘(l) CONSORTIA.—A local educational agency that re-
ceives a grant under this subpart may collaborate or form
a consortium with one or more local education agencies,
institutions of higher education, and nonprofit organiza-
tions to carry out a program described in an application
approved under this subpart.
‘‘(m) SUBGRANTS.—A local educational agency that
receives a grant under this subpart may, with the approval
of the Secretary, make a subgrant to, or enter into a con-
tract with, an institution of higher education, a nonprofit
organization, or a consortium of such entities to carry out
a program described in an application approved under this
subpart, including a program to serve out-of-school youth.
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‘‘(n) PARENTAL NOTIFICATION.—
‘‘(1) IN GENERAL.—Parents of a child or youth
of limited-English proficiency identified for enroll-
ment in bilingual education programs shall be in-
formed of the—
‘‘(A) benefits, nature, and past academic re-
sults of the bilingual educational program and of
the instructional alternatives; and
‘‘(B) reasons for the selection of their child
as being in need of bilingual education.
‘‘(2) OPTION
TO
DECLINE.—(A) Parents of a
child or youth of limited-English proficiency identi-
fied for enrollment in bilingual education programs
shall be informed that such parents have the option
of declining enrollment of their children in such pro-
grams and shall be given an opportunity to do so if
such parents so choose.
‘‘(B) Nothing in this section shall be construed to
relieve a local educational agency, community based
organization or consortium receiving assistance under
this part of any of their obligations under title VI of
the Civil Rights Act of 1964 because parents choose
not to enroll their children in bilingual education
programs.
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‘‘(3) INFORMATION.—Parents of a child or youth
of limited-English proficiency identified for enroll-
ment in bilingual education programs shall receive,
in a manner and form understandable to such par-
ents, including, if necessary and to the extent feasible,
in the native language of such parents, the informa-
tion required by this subsection. At a minimum, such
parents shall receive—
‘‘(A) timely information about projects
funded under this subpart; and
‘‘(B) if the parents of participating children
so desire, notice of opportunities for regular
meetings for the purpose of formulating and re-
sponding to recommendations from such parents.
‘‘(o) PROGRAMS FOR NATIVE AMERICANS AND PUERTO
RICO.—Programs authorized under this title that serve Na-
tive American children, and children in the Commonwealth
of Puerto Rico, notwithstanding any other provision of this
title, may include programs of instruction, teacher train-
ing, curriculum development, evaluation, and testing de-
signed for Native American children and youth learning
and studying Native American languages and children and
youth of limited-Spanish proficiency, except that one out-
come of such programs serving Native American children
shall be increased English proficiency among such children.
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‘‘Subpart 2—Research and Evaluation
‘‘SEC. 7121. AUTHORITY.
‘‘The Secretary is authorized to conduct data collec-
tion, dissemination, research, and evaluation activities for
the purpose of improving bilingual education programs for
children and youth of limited-English proficiency.
‘‘SEC. 7122. RESEARCH.
‘‘(a) AWARDS.—The Secretary may award grants and
enter into contracts and cooperative agreements for research
and evaluation activities related to improving and main-
taining high quality bilingual educational programs for
persons of limited-English proficiency.
‘‘(b) CONSULTATION.—The Secretary shall consult
with agencies and organizations that are engaged in bilin-
gual education research and practice, or related research,
and bilingual education researchers and practitioners to
identify areas of study and activities to be funded under
this section.
‘‘(c) RESEARCH AND DISSEMINATION.—The Secretary,
through the Office of Educational Research and Improve-
ment, if appropriate, shall—
‘‘(1) conduct research on effective instruction
practices for multilingual classes, and on effective in-
struction strategies to be used by teachers and other
staff who do not know the native language of a lim-
ited-English proficient child in their classrooms; and
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‘‘(2) disseminate the findings of such research.
‘‘SEC. 7123. ACADEMIC EXCELLENCE AWARDS.
‘‘(a) AWARDS.—The Secretary may award grants to,
and enter into contracts and cooperative agreements with,
State and local educational agencies, nonprofit organiza-
tions, and institutions of higher education to promote the
adoption and implementation of bilingual education pro-
grams that demonstrate great promise of assisting children
and youth of limited-English proficiency to meet challeng-
ing State content standards and challenging State student
performance standards.
‘‘(b) APPLICATIONS.—
‘‘(1) IN
GENERAL.—Each entity desiring an
award under this section shall submit an application
to the Secretary in such form, at such time, and con-
taining such information and assurances as the Sec-
retary may require.
‘‘(2) PEER REVIEW.—The Secretary shall use a
peer review process, using effectiveness criteria that
the Secretary shall establish, to review applications
under this section.
‘‘(c) USE OF FUNDS.—Funds under this section shall
be used to enhance the capacity of States and local edu-
cation agencies to provide high quality academic programs
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for children and youth of limited-English proficiency,
which may include—
‘‘(1) completing the development of such pro-
grams;
‘‘(2) professional development of staff participat-
ing in bilingual education programs;
‘‘(3) sharing strategies and materials; and
‘‘(4) supporting professional networks.
‘‘(d) COORDINATION.—Recipients of funds under this
section shall coordinate the activities assisted under this sec-
tion with activities carried out by comprehensive regional
centers assisted under subpart 1 of part C of title II.
‘‘SEC. 7124. STATE GRANT PROGRAM.
‘‘(a) STATE GRANT PROGRAM.—The Secretary is au-
thorized to make an award to a State educational agency
that demonstrates, to the satisfaction of the Secretary, that
such agency effectively provides for the education of children
and youth of limited-English proficiency within the State.
‘‘(b) PAYMENTS.—The amount paid to a State edu-
cational agency under subsection (a) shall not exceed 5 per-
cent of the total amount awarded to local educational agen-
cies within the State under subpart 1 for the previous fiscal
year, except that in no case shall the amount paid by the
Secretary to any State educational agency under this sub-
section for any fiscal year be less than $100,000.
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‘‘(c) USE OF FUNDS.—
‘‘(1) IN GENERAL.—A State educational agency
may use funds for programs authorized by this sec-
tion to—
‘‘(A) assist local educational agencies in the
State with program design, capacity building,
assessment of student performance, and program
evaluation;
‘‘(B) operate a bilingual education advisory
panel under subsection (d); and
‘‘(C) collect data concerning children and
youth of limited-English proficiency.
‘‘(2) SPECIAL
RULE.—Recipients of awards
under this section shall not restrict the provision of
services under this section to federally funded pro-
grams.
‘‘(d) 
STATE
BILINGUAL
EDUCATION
ADVISORY
PANEL.—Each State educational agency that receives funds
under this section shall appoint a broad-based bilingual
education advisory panel, with substantial representation
from persons knowledgeable about the education of limited-
English proficient students, to develop and recommend to
the State educational agency guidelines for reviewing, and
providing the Secretary with comments regarding, applica-
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tions for funds under subparts 1 and 3 that come from with-
in the State.
‘‘(e) APPLICATIONS.—A State educational agency de-
siring to receive an award under this section shall submit
an application to the Secretary in such form, at such time,
containing such information and assurances as the Sec-
retary may require.
‘‘SEC. 7125. NATIONAL CLEARINGHOUSE FOR BILINGUAL
EDUCATION.
‘‘(a) ESTABLISHMENT.—The Secretary shall establish
and support the operation of a National Clearinghouse for
Bilingual Education, which shall collect, analyze, syn-
thesize, and disseminate information about bilingual edu-
cation and related programs.
‘‘(b) FUNCTIONS.—The National Clearinghouse for Bi-
lingual Education shall—
‘‘(1) coordinate its activities with Federal data
and information clearinghouses and dissemination
networks and systems;
‘‘(2) develop a data base management and mon-
itoring system for improving the operation and effec-
tiveness of programs assisted under this part; and
‘‘(3) 
develop, 
maintain, 
and 
disseminate,
through comprehensive regional centers described in
section 2303(a) if appropriate, a listing by geographi-
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cal area of education professionals, parents, teachers,
administrators, community members and others who
are native speakers of languages other than English
for use as a resource by local educational agencies
and schools in the development and implementation
of bilingual education programs.
‘‘SEC. 7126. EVALUATIONS.
‘‘(a) PROGRAM EVALUATIONS UNDER SUBPART 1.—
‘‘(1) IN
GENERAL.—Each recipient of funds
under subpart 1 shall provide the Secretary with an
evaluation, in the form prescribed by the Secretary, of
the program assisted under such subpart every 2
years.
‘‘(2) USE.—Such evaluation shall be used by a
recipient of funds under subpart 1—
‘‘(A) to improve such program;
‘‘(B) to further define such program’s goals
and objectives; and
‘‘(C) to determine program effectiveness.
‘‘(3) CONTENTS.—Such evaluation shall in-
clude—
‘‘(A) student outcome indicators that meas-
ure progress toward the challenging State stu-
dent performance standards set out in the State
plan approved or being developed under section
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1111, including data comparing children and
youth 
of 
limited-English 
proficiency 
with
nonlimited-English proficient children and youth
with regard to school retention, academic
achievement, and gains in English (and, where
applicable, native language) proficiency;
‘‘(B) program implementation indicators
that provide information for informing and im-
proving program management and effectiveness,
including data on appropriateness of curriculum
in relationship to grade and course requirements,
appropriateness of program management, appro-
priateness of the professional development of the
program staff, and appropriateness of the lan-
guage of instruction;
‘‘(C) program context indicators that de-
scribe the relationship of the activities funded
under the grant to the overall school program
and other Federal, State, or local programs serv-
ing children and youth of limited-English pro-
ficiency; and
‘‘(D) such other information as the Sec-
retary may require.
‘‘(b) PROGRAM EVALUATIONS UNDER SUBPART 3.—
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‘‘(1) IN
GENERAL.—Each recipient of funds
under subpart 3 shall provide the Secretary with an
evaluation of the program assisted under such subpart
every 2 years.
‘‘(2) DATA.—Such evaluation shall include data
on—
‘‘(A) post-program placement of persons
trained;
‘‘(B) how the training relates to the employ-
ment of persons served by the program;
‘‘(C) program completion; and
‘‘(D) such other information as the Sec-
retary may require.
‘‘Subpart 3—Professional Development
‘‘SEC. 7131. PURPOSE.
‘‘The purpose of this subpart is to improve the quality
of instruction for children and youth of limited-English
proficiency—
‘‘(1) through professional development programs
designed—
‘‘(A) for persons preparing to provide serv-
ices for children and youth of limited-English
proficiency;
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‘‘(B) to improve the skills of persons provid-
ing services to children and youth of limited-
English proficiency; and
‘‘(C) for other staff in schools serving chil-
dren and youth of limited-English proficiency;
and
‘‘(2) by disseminating information on appro-
priate instructional practices and activities for chil-
dren and youth of limited-English proficiency to
other school personnel, including teachers not serving
such children and youth.
‘‘SEC. 7132. PROFESSIONAL DEVELOPMENT GRANTS.
‘‘(a) GRANTS
TO INSTITUTIONS
OF HIGHER EDU-
CATION.—The Secretary is authorized to make grants to in-
stitutions of higher education for—
‘‘(1) preservice and inservice professional devel-
opment for individuals who are either involved in, or
preparing to be involved in, the provision of edu-
cational services for children and youth of limited-
English proficiency, which in the case of teachers who
are involved in the provision of such services may in-
clude release time with pay; and
‘‘(2) national professional development institutes
that assist schools or departments of education in in-
stitutions of higher education to improve the quality
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of professional development programs for personnel
serving, preparing to serve, or who may serve, chil-
dren and youth of limited-English proficiency.
‘‘(b) GRANTS TO STATE AND LOCAL EDUCATIONAL
AGENCIES.—The Secretary may make grants to State and
local educational agencies for inservice professional develop-
ment programs that prepare school personnel to provide ef-
fective services to limited-English proficient students.
‘‘(c) USE OF FUNDS FOR SECOND LANGUAGE COM-
PETENCE.—Awards under this section may be used to de-
velop a program participant’s competence in a second lan-
guage.
‘‘(d) APPLICATIONS.—
‘‘(1) IN GENERAL.—An institution of higher edu-
cation, or a State or local educational agency desir-
ing to receive an award under this section shall sub-
mit, through its State educational agency, an appli-
cation to the Secretary, in such form, at such time,
and containing such information and assurances as
the Secretary may require.
‘‘(2) CONSULTATION
AND
ASSESSMENT.—Each
such application shall contain a description of how
the applicant has consulted with, and assessed the
needs of, public and private schools serving children
and youth of limited-English proficiency to determine
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such school’s need for, and the design of, the program
for which funds are sought.
‘‘(3) SPECIAL RULE.—(A) An application for a
grant under subsection (a) from an applicant who
proposes to conduct a masters or doctoral-level pro-
gram with funds received under this section shall pro-
vide an assurance that such program will include, as
a part of the program, a training practicum in a
local school program serving children and youth of
limited-English proficiency.
‘‘(B) A recipient of a grant under subsection (a)
may waive the requirement of a training practicum
for a degree candidate with significant experience in
a local school program serving children and youth of
limited-English proficiency.
‘‘(4) REVIEW.—In order for an institution of
higher education or a local educational agency to
apply for funds under this section, the State edu-
cational agency serving such institution shall review
the application and provide the Secretary with timely
comments on the need within the State for the pro-
posed program and whether the proposed program is
consistent with the State plan under section 1111 and
section 2125(b)(1).
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‘‘SEC. 7133. FELLOWSHIPS.
‘‘(a) ACADEMIC FELLOWSHIPS.—The Secretary may
award fellowships for masters, doctoral, and post-doctoral
study related to instruction of children and youth of lim-
ited-English proficiency in such areas as teacher training,
program administration, research and evaluation, and cur-
riculum development, and for the support of dissertation
research related to such study.
‘‘(b) REPAYMENT.—
‘‘(1) IN GENERAL.—Any person receiving a fel-
lowship under this section shall agree to—
‘‘(A) work in an activity related to the area
for which the assistance was awarded or in an
activity such as those authorized under this part
for a period of time equivalent to the period of
time during which such person receives assist-
ance under this section; or
‘‘(B) repay such assistance.
‘‘(2) TERMS
AND
CONDITIONS.—The Secretary
shall establish in regulations such terms and condi-
tions for such agreement as the Secretary deems rea-
sonable and necessary and may waive the require-
ment of paragraph (1) in extraordinary cir-
cumstances.
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‘‘SEC. 7134. STIPENDS.
‘‘The Secretary shall provide for the payment of such
stipends (including allowances for subsistence and other ex-
penses for such persons and their dependents), as the Sec-
retary determines to be appropriate, to persons participat-
ing in training programs under this subpart.
‘‘PART B—FOREIGN LANGUAGE ASSISTANCE
PROGRAM
‘‘SEC. 7201. SHORT TITLE.
‘‘This part may be cited as the ‘Foreign Language As-
sistance Act of 1994’.
‘‘SEC. 7202. FINDINGS.
‘‘The Congress finds as follows:
‘‘(1) Foreign language proficiency is crucial to
our Nation’s economic competitiveness and national
security. Significant improvement in the quantity
and quality of foreign language instruction offered in
our Nation’s elementary and secondary schools is nec-
essary.
‘‘(2) All Americans need a global perspective. To
understand the world around us, we must acquaint
ourselves with the languages, cultures, and history of
other nations.
‘‘(3) Proficiency in two or more languages
should be promoted for all American students.
Multilingualism 
enhances 
cognitive 
and 
social
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growth, competitiveness in the global marketplace, na-
tional security, and understanding of diverse people
and cultures.
‘‘(4) The United States lags behind other devel-
oped countries in offering foreign language study to
elementary and secondary school students.
‘‘(5) Four out of five new jobs in the United
States are created from foreign trade.
‘‘(6) The optimum time to begin learning a sec-
ond language is in elementary school, when children
have the ability to learn and excel in several foreign
language acquisition skills, including pronunciation,
and when children are most open to appreciating and
valuing a culture other than their own.
‘‘(7) Foreign language study can increase chil-
dren’s capacity for critical and creative thinking
skills and children who study a second language show
greater cognitive development in areas such as mental
flexibility, creativity, tolerance, and higher order
thinking skills.
‘‘(8) Children who have studied a foreign lan-
guage in elementary school achieve expected gains and
score higher on standardized tests of reading, lan-
guage arts, and mathematics than children who have
not studied a foreign language.
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‘‘SEC. 7203. PROGRAM AUTHORIZED.
‘‘(a) PROGRAM AUTHORITY.—
‘‘(1) IN
GENERAL.—The Secretary shall make
grants, on a competitive basis, to State educational
agencies or local educational agencies to pay the Fed-
eral share of the cost of innovative model programs
providing for the establishment, improvement or ex-
pansion of foreign language study for elementary and
secondary school students.
‘‘(2) DURATION.—Each grant under paragraph
(1) shall be awarded for a period of 3 years.
‘‘(b) REQUIREMENTS.—
‘‘(1) GRANTS
TO
STATE
EDUCATIONAL
AGEN-
CIES.—In awarding a grant under subsection (a) to
a State educational agency, the Secretary shall sup-
port programs that promote systemic approaches to
improving foreign language learning in the State.
‘‘(2) GRANTS
TO
LOCAL
EDUCATIONAL
AGEN-
CIES.—In awarding a grant under subsection (a) to
a local educational agency, the Secretary shall sup-
port programs that—
‘‘(A) show the promise of being continued
beyond the grant period;
‘‘(B) demonstrate approaches that can be
disseminated and duplicated in other local edu-
cational agencies; and
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‘‘(C) may include a professional develop-
ment component.
‘‘(c) FEDERAL SHARE.—
‘‘(1) IN GENERAL.—The Federal share for each
fiscal year shall be 50 percent.
‘‘(2) WAIVER.—The Secretary may waive the re-
quirement of paragraph (1) for any local educational
agency which the Secretary determines does not have
adequate resources to pay the non-Federal share of the
cost of the activities assisted under this part.
‘‘(3) SPECIAL RULE.—Not less than three-fourths
of the funds appropriated under section 7206 shall be
used for the expansion of foreign language learning in
the elementary grades.
‘‘(4) RESERVATION.—The Secretary may reserve
not more than 5 percent of funds appropriated under
section 7206 to evaluate the efficacy of programs
under this part.
‘‘SEC. 7204. APPLICATIONS.
‘‘(a) IN GENERAL.—Any State educational agency or
local educational agency desiring a grant under this part
shall submit an application to the Secretary at such time,
in such form, and containing such information and assur-
ances as the Secretary may require.
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‘‘(b) SPECIAL CONSIDERATION.—The Secretary shall
give special consideration to applications describing pro-
grams that—
‘‘(1) include intensive summer foreign language
programs for professional development;
‘‘(2) link non-native English speakers in the
community with the schools in order to promote two-
way language learning; or
‘‘(3) promote the sequential study of a foreign
language for students, beginning in elementary
schools.
‘‘SEC. 7205. ELEMENTARY SCHOOL FOREIGN LANGUAGE IN-
CENTIVE PROGRAM.
‘‘(a) INCENTIVE PAYMENTS.—From amounts appro-
priated under section 7206 the Secretary shall make an in-
centive payment for each fiscal year to each public elemen-
tary school that provides to students attending such school
a program designed to lead to communicative competency
in a foreign language.
‘‘(b) AMOUNT.—The Secretary shall determine the
amount of the incentive payment under subsection (a) for
each public elementary school for each fiscal year on the
basis of the number of students participating in a program
described in such subsection at such school for such year
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compared to the total number of such students at all such
schools in the United States for such year.
‘‘(c) REQUIREMENT.—The Secretary shall consider a
program to be designed to lead to communicative com-
petency in a foreign language if such program is com-
parable to a program that provides at least 45 minutes of
instruction in a foreign language at least 4 days per week
throughout an academic year.
‘‘SEC. 7206. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $35,000,000
for the fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
part, of which not more than $20,000,000 may be used in
each fiscal year to carry out section 7205.
‘‘PART C—ADMINISTRATION
‘‘SEC. 7301. COORDINATION WITH RELATED PROGRAMS.
‘‘In order to maximize the effectiveness of Federal ef-
forts aimed at serving the educational needs of children and
youth of limited-English proficiency, the Secretary shall co-
ordinate and ensure close cooperation with other programs
administered by the Department, including programs in
such areas as teacher training, program content, research,
and curriculum.
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‘‘SEC. 7302. REPORT ON BILINGUAL EDUCATION.
‘‘The Secretary shall, within three years of the date
of enactment of the Improving America’s Schools Act of
1994, and every third year thereafter, submit to the Con-
gress a report on the condition of bilingual education. The
report shall include—
‘‘(1) information regarding—
‘‘(A) the grants, contracts, and cooperative
agreements made pursuant to this title in the
preceding 3 fiscal years;
‘‘(B) the number of individuals benefiting
from the programs assisted under this title;
‘‘(C) the evaluation of activities carried out
under this title during the preceding 3 fiscal
years and the extent to which each such activity
achieves the policy set forth in section 7103(a);
‘‘(D) an estimate of the number of teachers
and other school personnel for bilingual edu-
cation that will be necessary for the 3 succeeding
fiscal years; and
‘‘(E) the research activities carried out
under this title during the preceding 3 fiscal
years and the major findings of such research ac-
tivities; and
‘‘(2) an analysis and synthesis of such informa-
tion.
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‘‘SEC. 7303. STATE EDUCATIONAL AGENCY RECOMMENDA-
TIONS; PEER REVIEW.
‘‘(a) STATE EDUCATIONAL AGENCY RECOMMENDA-
TIONS.—In making awards under part A, the Secretary
shall take State educational agency recommendations into
account.
‘‘(b) PEER REVIEW.—
‘‘(1) IN
GENERAL.—In making awards under
part A and in making funding decisions for continu-
ation grants under such parts, the Secretary may so-
licit recommendations from peer review panels com-
posed of individuals experienced in aspects of the edu-
cation of limited-English proficient students.
‘‘(2) FUNDING.—The Secretary may use not
more than 0.2 percent of the total amount of funds
appropriated for each fiscal year for programs au-
thorized under this title for peer review of applica-
tions for assistance under such programs.
‘‘PART D—SPECIAL RULE
‘‘SEC. 7401. SPECIAL RULE.
‘‘Notwithstanding any other provision of law, no re-
cipient of a grant under title VII of this Act (as such title
was in effect on the day preceding the date of enactment
of the Improving America’s Schools Act of 1994) shall be
eligible for fourth- and fifth-year renewals authorized by
section 7021(d)(1)(C) of such title (as such section was in
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effect on the day preceding the date of enactment of such
Act).
‘‘TITLE VIII—PROGRAMS OF
NATIONAL SIGNIFICANCE
‘‘PART A—ARTS IN EDUCATION
‘‘SEC. 8101. SUPPORT FOR ARTS EDUCATION.
‘‘(a) FINDINGS.—The Congress finds that—
‘‘(1) the arts are forms of understanding and
ways of knowing that are fundamentally important to
education;
‘‘(2) the arts are important to excellent edu-
cation and to effective school reform;
‘‘(3) the most significant contribution of the arts
to education reform is the transformation of teaching
and learning;
‘‘(4) such transformation is best realized in the
context of comprehensive, systemic education reform;
‘‘(5) demonstrated competency in the arts for
American students is among the National Education
Goals;
‘‘(6) arts education should be an integral part of
the elementary and secondary school curriculum;
‘‘(7) participation in performing arts activities
has proven to be an effective strategy for promoting
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the inclusion of persons with disabilities in main-
stream settings; and
‘‘(8) opportunities in the arts have enabled per-
sons of all ages with disabilities to participate more
fully in school and community activities.
‘‘(b) PURPOSE.—The purposes of this part are to—
‘‘(1) support systemic education reform by
strengthening arts education as an integral part of
the elementary and secondary school curriculum;
‘‘(2) help ensure that all students have the oppor-
tunity to learn to challenging State content standards
and challenging State student performance standards
in the arts; and
‘‘(3) support the national effort to enable all stu-
dents to demonstrate competence in the arts in ac-
cordance with the National Education Goals.
‘‘(c) ELIGIBLE RECIPIENTS.—In order to carry out the
purposes of this part, the Secretary is authorized to award
grants to, or enter into contracts or cooperative agreements
with—
‘‘(1) State educational agencies;
‘‘(2) local educational agencies;
‘‘(3) institutions of higher education;
‘‘(4) museums and other cultural institutions;
and
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‘‘(5) other public and private agencies, institu-
tions, and organizations.
‘‘(d) AUTHORIZED ACTIVITIES.—Funds under this
part may be used for—
‘‘(1) research on arts education;
‘‘(2) the development of, and dissemination of in-
formation about, model arts education programs;
‘‘(3) the development of model arts education as-
sessments based on high standards;
‘‘(4) the development and implementation of cur-
riculum frameworks for arts education;
‘‘(5) the development of model preservice and in-
service professional development programs for arts
educators and other instructional staff;
‘‘(6) supporting collaborative activities with
other Federal agencies or institutions involved in arts
education, such as the National Endowment for the
Arts, the Institute of Museum Services, the John F.
Kennedy Center for the Performing Arts, Very Special
Arts, and the National Gallery of Art;
‘‘(7) supporting model projects and programs in
the performing arts for children and youth through
arrangements made with the John F. Kennedy Center
for the Performing Arts;
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‘‘(8) supporting model projects and programs de-
veloped by Very Special Arts which assure the par-
ticipation in mainstream settings in arts and edu-
cation programs of persons of all ages with disabil-
ities;
‘‘(9) supporting model projects and programs to
integrate arts education into the regular elementary
and secondary school curriculum; and
‘‘(10) other activities that further the purposes of
this part.
‘‘(e) COORDINATION.—
‘‘(1) IN GENERAL.—A recipient of funds under
this part shall, to the extent possible, coordinate
projects assisted under this part with appropriate ac-
tivities of public and private cultural agencies, insti-
tutions, and organizations, including museums, arts
education associations, libraries, and theaters.
‘‘(2) SPECIAL RULE.—In carrying out this part,
the Secretary shall coordinate with the National En-
dowment for the Arts, the Institute of Museum Serv-
ices, the John F. Kennedy Center for the Performing
Arts, Very Special Arts, and the National Gallery of
Art.
‘‘(f) AUTHORIZATION.—
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‘‘(1) IN GENERAL.—For the purpose of carrying
out this part, there are authorized to be appropriated
$11,000,000 for fiscal year 1995 and such sums as
may be necessary for each of the 4 succeeding fiscal
years.
‘‘(2) SPECIAL
RULE.—If the amount appro-
priated under paragraph (1) for any fiscal year is
$9,000,000 or less, then such amount shall only be
available to carry out the activities described in para-
graphs (7) and (8) of subsection (d).
‘‘PART B—INEXPENSIVE BOOK DISTRIBUTION
PROGRAM
‘‘SEC. 8151. INEXPENSIVE BOOK DISTRIBUTION PROGRAM
FOR READING MOTIVATION.
‘‘(a) AUTHORIZATION.—The Secretary is authorized to
enter into a contract with Reading is Fundamental (RIF)
(hereafter in this section referred to as ‘the contractor’) to
support and promote programs, which include the distribu-
tion of inexpensive books to students, that motivate children
to read.
‘‘(b) REQUIREMENTS
OF CONTRACT.—Any contract
entered into under subsection (a) shall—
‘‘(1) provide that the contractor will enter into
subcontracts with local private nonprofit groups or
organizations or with public agencies under which
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each subcontractor will agree to establish, operate,
and provide the non-Federal share of the cost of read-
ing motivation programs that include the distribution
of books, by gift, to the extent feasible, or loan, to chil-
dren from birth through secondary school age;
‘‘(2) provide that funds made available to sub-
contractors will be used only to pay the Federal share
of the cost of such programs;
‘‘(3) provide that in selecting subcontractors for
initial funding, the contractor will give priority to
programs that will serve a substantial number or per-
centage of children with special needs, such as—
‘‘(A) low-income children, particularly in
high-poverty areas;
‘‘(B) children at risk of school failure;
‘‘(C) children with disabilities;
‘‘(D) foster children;
‘‘(E) homeless children;
‘‘(F) migrant children;
‘‘(G) children without access to libraries;
‘‘(H) institutionalized or incarcerated chil-
dren; and
‘‘(I) children whose parents are institu-
tionalized or incarcerated;
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‘‘(4) provide that the contractor will provide
such technical assistance to subcontractors as may be
necessary to carry out the purpose of this section;
‘‘(5) provide that the contractor will annually
report to the Secretary the number of, and describe,
programs funded under paragraph (3); and
‘‘(6) include such other terms and conditions as
the Secretary determines to be appropriate to ensure
the effectiveness of such programs.
‘‘(c) RESTRICTION
ON PAYMENTS.—The Secretary
shall make no payment of the Federal share of the cost of
acquiring and distributing books under any contract under
this section unless the Secretary determines that the con-
tractor or subcontractor, as the case may be, has made ar-
rangements with book publishers or distributors to obtain
books at discounts at least as favorable as discounts that
are customarily given by such publisher or distributor for
book purchases made under similar circumstances in the
absence of Federal assistance.
‘‘(d) DEFINITION OF ‘FEDERAL SHARE’.—For the pur-
pose of this section, the term ‘Federal share’ means, with
respect to the cost to a subcontractor of purchasing books
to be paid under this section, 75 percent of such costs to
the subcontractor, except that the Federal share for pro-
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grams serving children of migrant or seasonal farmworkers
shall be 100 percent of such costs to the subcontractor.
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—For the
purpose of carrying out this section, there are authorized
to be appropriated $11,000,000 for fiscal year 1995 and
such sums as may be necessary for each of the 4 succeeding
fiscal years.
‘‘PART C—PUBLIC CHARTER SCHOOLS
‘‘SEC. 8201. FINDINGS AND PURPOSE.
‘‘(a) FINDINGS.—The Congress finds that—
‘‘(1) enhancement of parent and student choices
among public schools can assist in promoting com-
prehensive educational reform and give more students
the opportunity to learn to challenging State content
standards and challenging State student performance
standards, if sufficiently diverse and high-quality
choices, and genuine opportunities to take advantage
of such choices, are available to all students;
‘‘(2) useful examples of such choices can come
from States and communities that experiment with
methods of offering teachers and other educators, par-
ents, and other members of the public the opportunity
to design and implement new public schools and to
transform existing public schools;
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‘‘(3) the new schools developed through such proc-
ess should be free to test a variety of educational ap-
proaches and should, therefore, be exempted from re-
strictive rules and regulations if the leadership of
such schools commits to attaining specific and ambi-
tious educational results for students consistent with
challenging State content standards and challenging
State student performance standards for all students;
‘‘(4) charter schools, as such schools have been
implemented in a few States, can embody the nec-
essary mixture of enhanced choice, exemption from re-
strictive regulations, and a focus on learning gains;
‘‘(5) charter schools, including charter schools
that are schools-within-schools, can help reduce school
size, which reduction can have a significant effect on
student achievement;
‘‘(6) the Federal Government should test, evalu-
ate, and disseminate information on a variety of
charter school models in order to help demonstrate the
benefits of this promising educational reform; and
‘‘(7) there is a strong documented need for cash
flow assistance to charter schools that are starting up,
because State and local operating revenue streams are
not immediately available.
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‘‘(b) PURPOSE.—It is the purpose of this part to in-
crease national understanding of the charter schools model
by—
‘‘(1) providing financial assistance for the design
and initial implementation of charter schools; and
‘‘(2) evaluating the effects of such schools, includ-
ing the effects on students, staff, and parents.
‘‘SEC. 8202. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary may award grants
to State educational agencies having applications approved
pursuant to section 8203 to enable such agencies to conduct
a charter school grant program in accordance with this
part.
‘‘(b) SPECIAL RULE.—If a State educational agency
elects not to participate in the program authorized by this
part or does not have an application approved under sec-
tion 8203, the Secretary may award a grant to an eligible
applicant that serves such State and has an application
approved pursuant to section 8203(c).
‘‘(c) PROGRAM PERIODS.—
‘‘(1) GRANTS TO STATES.—Grants awarded to
State educational agencies under this part shall be
awarded for a period of not more than 3 years.
‘‘(2) GRANTS TO ELIGIBLE APPLICANTS.—Grants
awarded by the Secretary to eligible applicants or
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subgrants awarded by State educational agencies to
eligible applicants under this part shall be awarded
for a period of not more than 3 years, of which the
eligible applicant may use—
‘‘(A) not more than 18 months for planning
and program design; and
‘‘(B) not more than 2 years for the initial
implementation of a charter school.
‘‘(d) LIMITATION.—The Secretary shall not award
more than one grant and State educational agencies shall
not award more than one subgrant under this part to sup-
port a particular charter school.
‘‘(e) USE OF FUNDS.—
‘‘(1) STATE
EDUCATIONAL
AGENCIES.—Each
State educational agency receiving a grant under this
part shall use such grant funds to award subgrants
to one or more eligible applicants in the State to en-
able such applicant to plan and implement a charter
school in accordance with this part.
‘‘(2) ELIGIBLE APPLICANTS.—Each eligible ap-
plicant receiving funds from the Secretary or a State
educational agency shall use such funds to plan and
implement a charter school in accordance with this
part.
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‘‘(3) ALLOWABLE ACTIVITIES.—An eligible appli-
cant receiving a grant or subgrant under this part
may use the grant or subgrant funds only for—
‘‘(A) post-award planning and design of the
educational program, which may include—
‘‘(i) refinement of the desired edu-
cational results and of the methods for
measuring progress toward achieving those
results; and
‘‘(ii) professional development of teach-
ers and other staff who will work in the
charter school; and
‘‘(B) initial implementation of the charter
school, which may include—
‘‘(i) informing the community about
the school;
‘‘(ii) acquiring necessary equipment
and educational materials and supplies;
‘‘(iii) acquiring or developing curricu-
lum materials;
‘‘(iv) minor remodeling or renovation
of facilities needed to meet State or local
health or safety laws or regulations; and
‘‘(v) other initial operational costs that
cannot be met from State or local sources.
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‘‘(4) ADMINISTRATIVE
EXPENSES.—Each State
educational agency receiving a grant pursuant to this
part may reserve not more than 5 percent of such
grant funds for administrative expenses associated
with the charter school grant program assisted under
this part.
‘‘(5) REVOLVING LOAN FUNDS.—Each State edu-
cational agency receiving a grant pursuant to this
part may reserve not more than 20 percent of the
grant amount for the establishment of a revolving
loan fund. Such fund may be used to make loans to
eligible applicants that have received a subgrant
under this part, under such terms as may be deter-
mined by the State educational agency, for the initial
operation of the charter school grant program of such
recipient until such time as the recipient begins re-
ceiving ongoing operational support from State or
local financing sources.
‘‘SEC. 8203. APPLICATIONS.
‘‘(a) APPLICATIONS FROM STATE AGENCIES.—Each
State educational agency desiring a grant under this part
shall submit to the Secretary an application at such time,
in such manner, and containing or accompanied by such
information as the Secretary may require.
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‘‘(b) CONTENTS OF A STATE EDUCATIONAL AGENCY
APPLICATION.—Each application submitted pursuant to
subsection (a) shall—
‘‘(1) describe the objectives of the State edu-
cational agency’s charter school grant program and a
description of how such objectives will be fulfilled, in-
cluding steps taken by the State educational agency
to inform teachers, parents, and communities of the
State educational agency’s charter school grant pro-
gram;
‘‘(2) contain assurances that the State edu-
cational agency—
‘‘(A) will grant, or will obtain, waivers of
State statutory or regulatory requirements pro-
vided for in the State’s charter schools law; and
‘‘(B) will assist each subgrantee in the State
in receiving a waiver under section 8204(e);
‘‘(3) contain assurances that the State edu-
cational agency will require each eligible applicant
desiring to receive a subgrant to submit an applica-
tion to the State educational agency containing—
‘‘(A) a description of the educational pro-
gram to be implemented by the proposed charter
school, including—
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‘‘(i) how the program will enable all
students to meet challenging State student
performance standards;
‘‘(ii) the grade levels or ages of children
to be served; and
‘‘(iii) the curriculum and instructional
practices to be used;
‘‘(B) a description of how the charter school
will be managed;
‘‘(C) a description of—
‘‘(i) the objectives of the charter school;
and
‘‘(ii) the methods by which the charter
school will determine its progress toward
achieving those objectives;
‘‘(D) a description of the administrative re-
lationship between the charter school and the au-
thorized public chartering agency;
‘‘(E) a description of how parents and other
members of the community will be involved in
the design and implementation of the charter
school;
‘‘(F) a description of how the authorized
public chartering agency will provide for contin-
ued operation of the school once the Federal
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grant has expired, if such agency determines that
the school has met the objectives described in sub-
paragraph (C)(i);
‘‘(G) a request and justification for waivers
of any Federal statutory or regulatory require-
ments that the applicant believes are necessary
for the successful operation of the charter school;
‘‘(H) a description of how the subgrant
funds or grant funds, as appropriate, will be
used, including a description of how such funds
will be used in conjunction with other Federal
programs administered by the Secretary;
‘‘(I) a description of how students in the
community will be—
‘‘(i) informed about the charter school;
and
‘‘(ii) given an equal opportunity to at-
tend the charter school;
‘‘(J) an assurance that the eligible appli-
cant will annually provide the Secretary and the
State educational agency such information as
may be required to determine if the charter
school is making satisfactory progress toward
achieving the objectives described in subpara-
graph (C)(i);
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‘‘(K) an assurance that the applicant will
cooperate with the Secretary and the State edu-
cational agency in evaluating the program as-
sisted under this part; and
‘‘(L) such other information and assurances
as the Secretary and the State educational agen-
cy may require.
‘‘(c) APPLICATIONS FROM ELIGIBLE APPLICANTS.—
‘‘(1) IN GENERAL.—Each eligible applicant de-
siring a grant pursuant to section 8202(e)(1) or
8202(b) shall submit an application to the State edu-
cational agency or Secretary, respectively, at such
time, in such manner, and accompanied by such in-
formation as the State educational agency or Sec-
retary, respectively, may reasonably require.
‘‘(d) CONTENTS OF ELIGIBLE AGENCY APPLICATION.—
Each application submitted pursuant to subsection (c) shall
contain the information and assurances described in sub-
paragraphs (A) through (L) of subsection (b)(3), except that
for purpose of this sentence subparagraphs (J), (K), and
(L) of such subsection shall be applied by striking ‘‘and the
State educational agency’’ each place such term appears.
‘‘SEC. 8204. ADMINISTRATION.
‘‘(a) SELECTION CRITERIA FOR STATE EDUCATIONAL
AGENCIES.—The Secretary shall award grants to State edu-
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cational agencies under this part on the basis of the quality
of the applications submitted under section 8203, after tak-
ing into consideration such factors as—
‘‘(1) the contribution that the charter schools
grant program will make to achieving State content
standards and State student performance standards
and, in general, a State’s education improvement
plan;
‘‘(2) the degree of flexibility afforded by the State
educational agency to charter schools under the
State’s charter schools law;
‘‘(3) the ambitiousness of the objectives for the
State charter school grant program;
‘‘(4) the quality of the process for assessing
achievement of those objectives; and
‘‘(5) the likelihood that the charter school grant
program will meet those objectives and improve edu-
cational results for students.
‘‘(b) SELECTION CRITERIA
FOR ELIGIBLE APPLI-
CANTS.—The Secretary shall award grants to eligible appli-
cants under this part on the basis of the quality of the ap-
plications submitted under section 8203, after taking into
consideration such factors as—
‘‘(1) the quality of the proposed curriculum and
instructional practices;
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‘‘(2) the degree of flexibility afforded by the State
educational agency and, if applicable, the local edu-
cational agency to the charter school;
‘‘(3) the extent of community support for the ap-
plication;
‘‘(4) the ambitiousness of the objectives for the
charter school;
‘‘(5) the quality of the process for assessing
achievement of those objectives; and
‘‘(6) the likelihood that the charter school will
meet those objectives and improve educational results
for students.
‘‘(c) PEER REVIEW.—The Secretary, and each State
educational agency receiving a grant under this part, shall
use a peer review process to review applications for assist-
ance under this part.
‘‘(d) DIVERSITY OF PROJECTS.—The Secretary and
each State educational agency receiving a grant under this
part, shall award subgrants under this part in a manner
that, to the extent possible, ensures that such grants and
subgrants—
‘‘(1) are distributed throughout different areas of
the Nation and each State, including urban and rural
areas; and
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‘‘(2) will assist charter schools representing a va-
riety of educational approaches, such as approaches
designed to reduce school size.
‘‘(e) WAIVERS.—The Secretary may waive any statu-
tory or regulatory requirement over which the Secretary ex-
ercises administrative authority except any such require-
ment relating to the elements of a charter school described
in section 8206(1), if—
‘‘(1) the waiver is requested in an approved ap-
plication under this part; and
‘‘(2) the Secretary determines that granting such
a waiver will promote the purpose of this part.
‘‘SEC. 8205. NATIONAL ACTIVITIES.
‘‘The Secretary may reserve not more than 10 percent
of the funds available to carry out this part for any fiscal
year for—
‘‘(1) peer review of applications under section
8204(c);
‘‘(2) an evaluation of charter schools, including
those assisted under this part; and
‘‘(3) other activities designed to enhance the suc-
cess of the activities assisted under this part, such
as—
‘‘(A) development and dissemination of
model State charter school laws and model con-
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tracts or other means of authorizing and mon-
itoring the performance of charter schools;
‘‘(B) collection and dissemination of infor-
mation on successful charter schools; and
‘‘(C) conferences, publications, and use of
telecommunications and other means to share
ideas and information among grant recipients
and others about charter schools.
‘‘SEC. 8206. DEFINITIONS.
‘‘As used in this part:
‘‘(1) The term ‘charter school’ means a public
school that—
‘‘(A) in accordance with an enabling State
statute, is exempted from significant State or
local rules that inhibit the flexible operation and
management of public schools, but not from any
rules relating to the other requirements of this
paragraph;
‘‘(B) is created by a developer as a public
school, or is adapted by a developer from an ex-
isting public school, and is operated under pub-
lic supervision and direction;
‘‘(C) operates in pursuit of a specific set of
educational objectives determined by the school’s
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developer and agreed to by the authorized public
chartering agency;
‘‘(D) provides a program of elementary or
secondary education, or both;
‘‘(E) is nonsectarian in its programs, ad-
missions policies, employment practices, and all
other operations, and is not affiliated with a sec-
tarian school or religious institution;
‘‘(F) does not charge tuition;
‘‘(G) complies with the Age Discrimination
Act of 1975, title VI of the Civil Rights Act of
1964, title IX of the Education Amendments of
1972, section 504 of the Rehabilitation Act of
1973, and part B of the Individuals with Dis-
abilities Education Act;
‘‘(H) admits students on the basis of a lot-
tery, if more students apply for admission than
can be accommodated;
‘‘(I) agrees to comply with the same Federal
and State audit requirements as do other schools
in the State, unless such requirements are spe-
cifically waived for the purpose of this program;
and
‘‘(J) meets all applicable Federal, State,
and local health and safety requirements.
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‘‘(2) The term ‘developer’ means an individual
or group of individuals (including a public or private
nonprofit organization), which may include teachers,
administrators and other school staff, parents, or
other members of the local community in which a
charter school project will be carried out.
‘‘(3) The term ‘eligible applicant’ means an au-
thorized public chartering agency participating in a
partnership with a developer to establish a charter
school in accordance with this part.
‘‘(4) The term ‘authorized public chartering
agency’ means a State educational agency, local edu-
cational agency, or other public entity that has the
authority pursuant to State law to authorize or ap-
prove a charter school.
‘‘SEC. 8207. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this part, there are
authorized to be appropriated $15,000,000 for fiscal year
1995 and such sums as may be necessary for each of the
4 succeeding fiscal years.
‘‘PART D—CIVIC EDUCATION
‘‘SEC. 8251. INSTRUCTION ON THE HISTORY AND PRIN-
CIPLES OF DEMOCRACY IN THE UNITED
STATES.
‘‘(a) GENERAL AUTHORITY.—
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‘‘(1) PROGRAM
ESTABLISHED.—(A) The Sec-
retary is authorized to carry out a program to en-
hance the attainment of the third and sixth National
Education Goals by educating students about the his-
tory and principles of the Constitution of the United
States, including the Bill of Rights, and to foster civic
competence and responsibility.
‘‘(B) Such program shall be known as ‘We the
People . . . The Citizen and the Constitution’.
‘‘(2) EDUCATIONAL
ACTIVITIES.—The program
required by paragraph (1) shall—
‘‘(A) continue and expand the educational
activities of the ‘We the People . . . The Citizen
and the Constitution’ program administered by
the Center for Civic Education; and
‘‘(B) enhance student attainment of chal-
lenging content standards in civics and govern-
ment.
‘‘(3) CONTRACT OR GRANT AUTHORIZED.—The
Secretary is authorized to enter into a contract or
grant with the Center for Civic Education to carry
out the program described in paragraph (1).
‘‘(b) PROGRAM CONTENT.—The education program
authorized by this section shall provide—
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‘‘(1) a course of instruction on the basic prin-
ciples of our constitutional democracy and the history
of the Constitution and the Bill of Rights;
‘‘(2) at the request of a participating school,
school and community simulated congressional hear-
ings following the course of study; and
‘‘(3) an annual national competition of simu-
lated congressional hearings for secondary students
who wish to participate in such program.
‘‘(c) PROGRAM CONTENT.—The education program au-
thorized by this section shall be made available to public
and private elementary and secondary schools in the 435
congressional districts, the Commonwealth of Puerto Rico,
the Virgin Islands, Guam, American Samoa, and the Dis-
trict of Columbia.
‘‘(d) SPECIAL RULE.—After the provisions of sub-
section (b) have been implemented, funds provided under
this section may be used for—
‘‘(1) advanced training of teachers about the
United States Constitution and the political system
the United States created; or
‘‘(2) a course of instruction at the middle school
level on the roles of State and local governments in
the Federal system established by the Constitution,
which course shall provide for—
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‘‘(A) optional school and community simu-
lated State legislative hearings;
‘‘(B) an annual competition of simulated
legislative hearings at the State legislative dis-
trict, State, and national levels for middle school
students who wish to participate in the program;
and
‘‘(C) participation by public and private
middle schools in the 50 States, the District of
Columbia, Commonwealth of Puerto Rico, Guam,
American Samoa, the Virgin Islands, the Com-
monwealth of the Northern Mariana Islands, the
Republic of the Marshall Islands, the Federated
States of Micronesia, and Palau.
‘‘SEC. 8252. INSTRUCTION IN CIVICS, GOVERNMENT, AND
THE LAW.
‘‘(a) PROGRAM ESTABLISHED.—The Secretary is au-
thorized to carry out a program of grants and contracts
to assist State and local educational agencies and other
public and private nonprofit agencies, organizations and
institutions to enhance—
‘‘(1) attainment by students of challenging State
content standards and challenging State student per-
formance standards in civics, government, and the
law; and
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‘‘(2) attainment by the Nation of the third and
the sixth National Education Goals.
‘‘(b) AUTHORIZED ACTIVITIES.—Assistance under this
section may support new and ongoing programs in elemen-
tary and secondary schools that provide for—
‘‘(1) the development and implementation of cur-
ricular programs that enhance student understanding
of—
‘‘(A) the values and principles which under-
lie, and the institutions and processes which
comprise, our Nation’s system of government;
‘‘(B) the role of law in our constitutional
democracy, including activities to promote—
‘‘(i) legal literacy;
‘‘(ii) a dedication by students to the
use of nonviolent means of conflict resolu-
tion such as arbitration, mediation, nego-
tiation, trials, and appellate hearings; and
‘‘(iii) respect for cultural diversity and
acceptance of cultural differences; and
‘‘(C) the rights and responsibilities of citi-
zenship;
‘‘(2) professional development for teachers, in-
cluding preservice and inservice training;
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‘‘(3) outside-the-classroom learning experiences
for students, including community service activities;
‘‘(4) the active participation of community lead-
ers, from the public and private sectors, in the schools;
and
‘‘(5) the provision of technical assistance to State
and local educational agencies and other institutions
and organizations working to further the progress of
the Nation in attaining the third and sixth National
Education Goals regarding civics and government.
‘‘(c) APPLICATIONS, PEER REVIEW AND PRIORITY.—
‘‘(1) SUBMISSION OF APPLICATIONS.—A State or
local educational agency, other public or private non-
profit agency, organization, or institution that desires
to receive a grant or enter into a contract under this
section shall submit an application to the Secretary
at such time, in such manner, and containing or ac-
companied by such information as the Secretary may
reasonably require.
‘‘(2) PEER
REVIEW.—(A) The Secretary shall
convene a panel of individuals for purpose of review-
ing and rating applications submitted under para-
graph (1).
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‘‘(B) Such individuals shall have experience with
education programs in civics, government, and the
law.
‘‘(3) PRIORITY.—In making grants or awarding
contracts under this section, the Secretary shall give
priority consideration to applications which propose
the operation of statewide programs.
‘‘(d) DURATION OF GRANTS AND EXCEPTION.—
‘‘(1) DURATION.—Except as provided in para-
graph (2), the Secretary shall make grants and enter
into contracts under this section for periods of two or
three years.
‘‘(2) EXCEPTION.—The Secretary may make a
grant or enter into a contract under this section for
a period of less than 2 years if the Secretary deter-
mines that special circumstances exist which warrant
a 1-year grant or contract award.
‘‘SEC. 8253. REPORT; AUTHORIZATION OF APPROPRIA-
TIONS.
‘‘(a) REPORT.—The Secretary shall report, on a bien-
nial basis and in accordance with section 10701, to the
Committee on Education and Labor of the House of Rep-
resentatives and to the Committee on Labor and Human
Resources of the Senate regarding the distribution and use
of funds authorized under this part.
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‘‘(b) AUTHORIZATION OF APPROPRIATIONS.—
‘‘(1) IN GENERAL.—To carry out this part, there
are authorized to be appropriated $20,000,000 for fis-
cal year 1995 and such sums as necessary for each of
the 4 succeeding fiscal years.
‘‘(2) ALLOCATION.—From the amount appro-
priated under subsection (a), the Secretary shall allo-
cate—
‘‘(A) 50 percent of such amount to carry out
section 8251; and
‘‘(B) 50 percent of such amount to carry
out section 8252.
‘‘PART E—ALLEN J. ELLENDER FELLOWSHIP
PROGRAM
‘‘SEC. 8301. FINDINGS.
‘‘The Congress finds as follows:
‘‘(1) It is a worthwhile goal to ensure that all
students in America are prepared for responsible citi-
zenship and that all students should have the oppor-
tunity to be involved in activities that promote and
demonstrate good citizenship.
‘‘(2) It is a worthwhile goal to ensure that Amer-
ica’s educators have access to programs for the contin-
ued improvement of their professional skills.
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‘‘(3) Allen J. Ellender, a Senator from Louisi-
ana and President pro tempore of the United States
Senate, had a distinguished career in public service
characterized by extraordinary energy and real con-
cern for young people. Senator Ellender provided val-
uable support and encouragement to the Close Up
Foundation, a nonpartisan, nonprofit foundation
promoting knowledge and understanding of the Fed-
eral Government among young people and educators.
Therefore, it is a fitting and appropriate tribute to
Senator Ellender to provide fellowships in his name
to students of limited economic means, the teachers
who work with such students, and older Americans, so
that such students, teachers, and older Americans
may participate in the programs supported by the
Close Up Foundation.
‘‘Subpart 1—Program for Middle and Secondary
School Students
‘‘SEC. 8311. ESTABLISHMENT.
‘‘(a) GENERAL AUTHORITY.—The Secretary is author-
ized to make grants in accordance with the provisions of
this title to the Close Up Foundation of Washington, Dis-
trict of Columbia, a nonpartisan, nonprofit foundation, for
the purpose of assisting the Close Up Foundation in carry-
ing out its programs of increasing understanding of the
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Federal Government among middle and secondary school
students.
‘‘(b) USE OF FUNDS.—Grants under this subpart shall
be used only to provide financial assistance to economically
disadvantaged students who participate in the program de-
scribed in subsection (a). Financial assistance received pur-
suant to this subpart by such students shall be known as
Allen J. Ellender fellowships.
‘‘SEC. 8312. APPLICATIONS.
‘‘(a) APPLICATION REQUIRED.—No grant under this
subpart may be made except upon an application at such
time, in such manner, and accompanied by such informa-
tion as the Secretary may reasonably require.
‘‘(b) CONTENTS OF APPLICATION.—Each such applica-
tion shall contain provisions to assure—
‘‘(1) that fellowship grants are made to economi-
cally disadvantaged middle and secondary school stu-
dents;
‘‘(2) that every effort will be made to ensure the
participation of students from rural and small town
areas, as well as from urban areas, and that in
awarding fellowships to economically disadvantaged
students, special consideration will be given to the
participation of students with special educational
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needs, including students with disabilities, ethnic mi-
nority students, and gifted and talented students; and
‘‘(3) the proper disbursement of the funds of the
United States received under this subpart.
‘‘Subpart 2—Program for Middle and Secondary
School Teachers
‘‘SEC. 8321. ESTABLISHMENT.
‘‘(a) GENERAL AUTHORITY.—The Secretary is author-
ized to make grants in accordance with the provisions of
this subpart to the Close Up Foundation of Washington,
District of Columbia, a nonpartisan, nonprofit foundation,
for the purpose of assisting the Close Up Foundation in
carrying out its programs of teaching skills enhancement
for middle and secondary school teachers.
‘‘(b) USE OF FUNDS.—Grants under this subpart shall
be used only for financial assistance to teachers who par-
ticipate in the program described in subsection (a). Finan-
cial assistance received pursuant to this subpart by such
individuals shall be known as Allen J. Ellender fellowships.
‘‘SEC. 8322. APPLICATIONS.
‘‘(a) APPLICATION REQUIRED.—No grant under this
subpart may be made except upon an application at such
time, in such manner, and accompanied by such informa-
tion as the Secretary may reasonably require.
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‘‘(b) CONTENTS OF APPLICATION.—Each such applica-
tion shall contain provisions to assure—
‘‘(1) that fellowship grants are made only to
teachers who have worked with at least one student
from such teacher’s school who participates in the
programs described in section 8311(a);
‘‘(2) that not more than one teacher in each
school participating in the programs provided for in
section 8311(a) may receive a fellowship in any fiscal
year; and
‘‘(3) the proper disbursement of the funds of the
United States received under this subpart.
‘‘Subpart 3—Programs for Recent Immigrants,
Students of Migrant Parents and Older Americans
‘‘SEC. 8331. ESTABLISHMENT.
‘‘(a) GENERAL AUTHORITY.—
‘‘(1) IN GENERAL.—The Secretary is authorized
to make grants in accordance with the provisions of
this subpart to the Close Up Foundation of Washing-
ton, District of Columbia, a nonpartisan, nonprofit
foundation, for the purpose of assisting the Close Up
Foundation in carrying out its programs of increas-
ing understanding of the Federal Government among
economically disadvantaged older Americans, recent
immigrants and students of migrant parents.
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‘‘(2) DEFINITION.—For the purpose of this sub-
part, the term ‘older American’ means an individual
who has attained 55 years of age.
‘‘(b) USE OF FUNDS.—Grants under this subpart shall
be used only for financial assistance to economically dis-
advantaged older Americans, recent immigrants and stu-
dents of migrant parents who participate in the program
described in subsection (a). Financial assistance received
pursuant to this subpart by such individuals shall be known
as Allen J. Ellender fellowships.
‘‘SEC. 8332. APPLICATIONS.
‘‘(a) APPLICATION REQUIRED.—No grant under this
subpart may be made except upon application at such time,
in such manner, and accompanied by such information as
the Secretary may reasonably require.
‘‘(b) CONTENTS OF APPLICATION.—Each such applica-
tion shall contain provisions to assure—
‘‘(1) that fellowship grants are made to economi-
cally disadvantaged older Americans, recent immi-
grants and students of migrant parents;
‘‘(2) that every effort will be made to ensure the
participation of older Americans, recent immigrants
and students of migrant parents from rural and
small town areas, as well as from urban areas, and
that in awarding fellowships, special consideration
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will be given to the participation of older Americans,
recent immigrants and students of migrant parents
with special needs, including individuals with dis-
abilities, ethnic minorities, and gifted and talented
students;
‘‘(3) that activities permitted by subsection (a)
are fully described; and
‘‘(4) the proper disbursement of the funds of the
United States received under this subpart.
‘‘Subpart 4—General Provisions
‘‘SEC. 8341. ADMINISTRATIVE PROVISIONS.
‘‘(a) GENERAL RULE.—Payments under this part may
be made in installments, in advance, or by way of reim-
bursement, with necessary adjustments on account of
underpayment or overpayment.
‘‘(b) AUDIT RULE.—The Comptroller General of the
United States or any of the Comptroller General’s duly au-
thorized representatives shall have access for the purpose of
audit and examination to any books, documents, papers,
and records that are pertinent to any grant under this part.
‘‘SEC. 8342. AUTHORIZATION OF APPROPRIATIONS.
‘‘(a) IN GENERAL.—There are authorized to be appro-
priated to carry out the provisions of subparts 1, 2, and
3 of this part $4,500,000 for fiscal year 1995 and such sums
as may be necessary for each of the 4 succeeding fiscal years.
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‘‘(b) SPECIAL RULE.—Of the funds appropriated pur-
suant to subsection (a), not more than 30 percent may be
used for teachers associated with students participating in
the programs described in section 8311(a).
‘‘PART F—GIFTED AND TALENTED CHILDREN
‘‘SEC. 8401. SHORT TITLE.
‘‘This part may be cited as the ‘Jacob K. Javits Gifted
and Talented Students Education Act of 1994’.
‘‘SEC. 8402. FINDINGS AND PURPOSES.
‘‘(a) FINDINGS.—The Congress finds and declares
that—
‘‘(1) all students can learn to high standards
and must develop their talents and realize their po-
tential if the United States is to prosper;
‘‘(2) gifted and talented students are a national
resource vital to the future of the Nation and our Na-
tion’s security and well-being;
‘‘(3) too often schools fail to challenge students to
do their best work, and students who are not chal-
lenged will not learn to challenging State content
standards and challenging State student performance
standards, fully develop their talents, and realize
their potential;
‘‘(4) unless the special abilities of gifted and tal-
ented students are recognized and developed during
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their elementary and secondary school years, much of
their special potential for contributing to the national
interest is likely to be lost;
‘‘(5) gifted and talented students from economi-
cally disadvantaged families and areas, and students
of limited-English proficiency are at greatest risk of
being unrecognized and of not being provided ade-
quate or appropriate educational services;
‘‘(6) State and local educational agencies and
private nonprofit schools often lack the necessary spe-
cialized resources to plan and implement effective
programs for the early identification of gifted and
talented students for the provision of educational serv-
ices and programs appropriate to their special needs;
‘‘(7) the Federal Government can best carry out
the limited but essential role of stimulating research
and development and personnel training and provid-
ing a national focal point of information and tech-
nical assistance that is necessary to ensure that the
Nation’s schools are able to meet the special edu-
cational needs of gifted and talented students, and
thereby serve a profound national interest; and
‘‘(8) the experience and knowledge gained in de-
veloping and implementing programs for gifted and
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talented students can and should be used as a basis
to—
‘‘(A) develop a rich and challenging cur-
riculum for all students; and
‘‘(B) provide all students with important
and challenging subject matter to study and en-
courage the habits of hard work.
‘‘(b) STATEMENT OF PURPOSE.—It is the purpose of
this part—
‘‘(1) to provide financial assistance to State and
local educational agencies, institutions of higher edu-
cation, and other public and private agencies and or-
ganizations, to initiate a coordinated program of re-
search, demonstration projects, personnel training,
and similar activities designed to build a nationwide
capability in elementary and secondary schools to
meet the special educational needs of gifted and tal-
ented students;
‘‘(2) to encourage the development of rich and
challenging curricula for all students through the ap-
propriate application and adaptation of materials
and instructional methods developed under this part;
and
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‘‘(3) to supplement and make more effective the
expenditure of State and local funds, for the edu-
cation of gifted and talented students.
‘‘SEC. 8403. CONSTRUCTION.
‘‘Nothing in this part shall be construed to prohibit
a recipient of funds under this part from serving gifted and
talented students simultaneously with students with similar
educational needs, in the same educational settings where
appropriate.
‘‘SEC. 8404. AUTHORIZED PROGRAMS.
‘‘(a) ESTABLISHMENT OF PROGRAM.—
‘‘(1) IN GENERAL.—From the sums appropriated
under section 8407 in any fiscal year the Secretary
(after consultation with experts in the field of the edu-
cation of gifted and talented students) shall make
grants to or enter into contracts with State edu-
cational agencies, local educational agencies, institu-
tions of higher education, or other public agencies and
private agencies and organizations (including Indian
tribes and Indian organizations (as such terms are
defined by the Indian Self-Determination and Edu-
cation Assistance Act) and Hawaiian native organi-
zations) to assist such agencies, institutions, and or-
ganizations which submit applications in carrying
out programs or projects authorized by this part that
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are designed to meet the educational needs of gifted
and talented students, including the training of per-
sonnel in the education of gifted and talented students
and in the use, where appropriate, of gifted and tal-
ented services, materials, and methods for all stu-
dents.
‘‘(2) CONTENTS.—Applications for funds under
this part shall describe how—
‘‘(A) the proposed gifted and talented serv-
ices, materials, and methods can be adapted, if
appropriate, for use by all students; and
‘‘(B) how the proposed programs can be
evaluated.
‘‘(b) USES OF FUNDS.—Programs and projects as-
sisted under this section may include—
‘‘(1) professional development (including fellow-
ships) for personnel (including leadership personnel)
involved in the education of gifted and talented stu-
dents;
‘‘(2) establishment and operation of model
projects and exemplary programs for serving gifted
and talented students, including innovative methods
for identifying and educating students who may not
be served by traditional gifted and talented programs,
summer programs, mentoring programs, service
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learning programs, and cooperative programs involv-
ing business, industry, and education;
‘‘(3) training of personnel and parents involved
in gifted and talented programs with respect to the
impact of gender role-socialization on the educational
needs of gifted and talented children and in gender
equitable education methods, techniques and practices;
‘‘(4) implementing innovative strategies, such as
cooperative learning, peer tutoring and service learn-
ing;
‘‘(5) strengthening the capability of State edu-
cational agencies and institutions of higher education
to provide leadership and assistance to local edu-
cational agencies and nonprofit private schools in the
planning, operation, and improvement of programs
for the identification and education of gifted and tal-
ented students and the appropriate use of gifted and
talented programs and methods to serve all students;
‘‘(6) programs of technical assistance and infor-
mation dissemination, including how gifted and tal-
ented programs and methods, where appropriate,
could be adapted for use by all students; and
‘‘(7) carrying out—
‘‘(A) research on methods and techniques for
identifying and teaching gifted and talented stu-
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dents, and for using gifted and talented pro-
grams and methods to serve all students; and
‘‘(B) program evaluations, surveys, and the
collection, analysis, and development of informa-
tion needed to accomplish the purposes of this
part.
‘‘(c) ESTABLISHMENT OF NATIONAL CENTER.—
‘‘(1) IN
GENERAL.—The Secretary (after con-
sultation with experts in the field of the education of
gifted and talented students) shall establish a Na-
tional Center for Research and Development in the
Education of Gifted and Talented Children and Youth
through grants to or contracts with one or more insti-
tutions of higher education or State educational agen-
cies, or a combination or consortium of such institu-
tions and agencies, for the purpose of carrying out ac-
tivities described in paragraph (7) of subsection (b).
‘‘(2) DIRECTOR.—Such National Center shall
have a Director. The Secretary may authorize the Di-
rector to carry out such functions of the National
Center as may be agreed upon through arrangements
with other institutions of higher education, State or
local educational agencies, or other public or private
agencies and organizations.
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‘‘(d) LIMITATION.—Not more than $1,750,000 of the
funds available in any fiscal year to carry out the programs
and projects authorized by this section may be used to con-
duct activities pursuant to subsection (b)(7) or (c).
‘‘(e) COORDINATION.—Research activities supported
under this section—
‘‘(1) shall be carried out in consultation with the
Office of Educational Research and Improvement to
ensure that such activities are coordinated with and
enhance the research and development activities sup-
ported by the such office; and
‘‘(2) may include collaborative research activities
which are jointly funded and carried out with the Of-
fice of Educational Research and Improvement.
‘‘SEC. 8405. PROGRAM PRIORITIES.
‘‘(a) GENERAL PRIORITY.—In the administration of
this part the Secretary shall give highest priority—
‘‘(1) to the identification of and the provision of
services to gifted and talented students who may not
be identified and served through traditional assess-
ment methods (including economically disadvantaged
individuals, individuals of limited-English pro-
ficiency, and individuals with disabilities); and
‘‘(2) to programs and projects designed to de-
velop or improve the capability of schools in an entire
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State or region of the Nation, through cooperative ef-
forts and participation of State and local educational
agencies, institutions of higher education, and other
public and private agencies and organizations (in-
cluding business, industry, and labor), to plan, con-
duct, and improve programs for the identification of
and the provision of services to gifted and talented
students.
‘‘(b) SERVICE PRIORITY.—In approving applications
under section 8404(a), the Secretary shall assure that in
each fiscal year at least one-half of the applications ap-
proved under such section address the priority described in
subsection (a)(1).
‘‘SEC. 8406. GENERAL PROVISIONS.
‘‘(a) PARTICIPATION OF PRIVATE SCHOOL CHILDREN
AND TEACHERS.—In making grants and entering into con-
tracts under this part, the Secretary shall ensure, where ap-
propriate, that provision is made for the equitable partici-
pation of students and teachers in private nonprofit elemen-
tary and secondary schools, including the participation of
teachers and other personnel in professional development
programs for serving such children.
‘‘(b) PROGRAM OPERATIONS.—The Secretary shall en-
sure that the programs under this part are administered
within the Department by a person who has recognized pro-
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fessional qualifications and experience in the field of the
education of gifted and talented students and who shall
serve as a focal point of national leadership and informa-
tion on mechanisms to carry out the purpose of this part.
‘‘(c) REVIEW, DISSEMINATION, AND EVALUATION.—
The Secretary shall—
‘‘(1) use a peer review process in reviewing ap-
plications under this part;
‘‘(2) ensure that information on the activities
and results of programs and projects funded under
this part is disseminated to appropriate State and
local agencies and other appropriate organizations,
including nonprofit private organizations; and
‘‘(3) evaluate the effectiveness of programs under
this part in accordance with section 10701, both in
terms of the impact on students traditionally served
in separate gifted and talented programs and on
other students, and submit the results of such evalua-
tion to Congress not later than January 1, 1998.
‘‘SEC. 8407. AUTHORIZATION OF APPROPRIATIONS.
‘‘(a) IN GENERAL.—There are authorized to be appro-
priated $20,000,000 for fiscal year 1995, and such sums
as may be necessary for each of the 4 succeeding fiscal years,
to carry out the provisions of this part.
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‘‘(b) SPECIAL RULE.—If the amount appropriated
under subsection (a) for a fiscal year exceeds $20,000,000,
40 percent of such amount in excess of $20,000,000 shall
be available for strategies and programs designed for the
education of gifted and talented students that may be
adapted and used to improve teaching and learning for all
students in a school and to help all students in a school
develop their talents, realize their potential, and meet chal-
lenging State content standards and challenging State stu-
dent performance standards, while not diminishing the cur-
riculum and instruction for students traditionally identi-
fied as gifted and talented.
‘‘PART G—WOMEN’S EDUCATIONAL EQUITY
‘‘SEC. 8451. SHORT TITLE; FINDINGS.
‘‘(a) SHORT TITLE.—This part may be cited as the
‘Women’s Educational Equity Act of 1994’.
‘‘(b) FINDINGS.—The 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, more curricula,
training and other educational materials concerning
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educational equity for women and girls are available
for national dissemination;
‘‘(3) significant gender inequities still exist in
teaching and learning practices, 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) girls may often receive significantly
less attention from classroom teachers than boys,
and girls of color have less interaction with
teachers than all other girls;
‘‘(C) 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;
‘‘(D) girls do not take as many mathe-
matics and science courses as boys, girls lose con-
fidence in their mathematics and science ability
as girls move through adolescence, there are few
women role models in the sciences, and women
continue to be concentrated in low-paying, tradi-
tionally female jobs that do not require mathe-
matics and science skills; and
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‘‘(E) pregnant and parenting teenagers are
at high risk for dropping out of school and exist-
ing dropout prevention programs do not ade-
quately address the needs of such population;
‘‘(4) Federal support should address not only re-
search and development of innovative model curricula
and teaching and learning strategies to promote gen-
der equity, but should, to the extent feasible, also help
schools and local communities implement and institu-
tionalize gender equitable practices;
‘‘(5) Federal assistance for gender equity must be
tied to systemic reform, involve collaborative efforts to
implement effective gender practices at the local level,
and encourage parental participation; and
‘‘(6) 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. 8452. 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-
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quirements of title IX of the Educational Amend-
ments of 1972; and
‘‘(3) to promote equity in education to women
and girls who suffer multiple forms of discrimination
based on sex, race, ethnic origin, limited-English pro-
ficiency, disability, or age.
‘‘SEC. 8453. PROGRAM AUTHORIZED.
‘‘The Secretary is authorized to make grants to, and
enter into contracts and cooperative agreements with, pub-
lic agencies, private nonprofit agencies, organizations, in-
stitutions, community groups, and individuals, to achieve
the purposes of this part by providing support and tech-
nical assistance for—
‘‘(1) the implementation of effective gender-eq-
uity policies and practices at all educational levels,
including—
‘‘(A) assisting educational agencies and in-
stitutions to implement policies and practices to
comply with title IX of the Education Amend-
ments of 1972;
‘‘(B) training for teachers, counselors, ad-
ministrators, and other school personnel, espe-
cially preschool and elementary school personnel,
in gender equitable teaching and learning prac-
tices;
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‘‘(C) leadership training for women and
girls to develop professional and marketable
skills to compete in the global marketplace, im-
prove self-esteem, and benefit from exposure to
positive role models;
‘‘(D) school-to-work transition programs,
other programs to increase opportunities for
women and girls to enter a technologically de-
manding workplace and, in particular, to enter
highly skilled, high paying careers in which
women and girls have been underrepresented,
and guidance and counseling activities;
‘‘(E) enhancing educational and career op-
portunities for women and girls who suffer mul-
tiple forms of discrimination, based on sex and
on race, ethnic origin, limited-English pro-
ficiency, disability, socioeconomic status, or age;
‘‘(F) assisting pregnant students and stu-
dents rearing children to remain in or to return
to secondary school, graduate, and prepare their
preschool children to start school;
‘‘(G) evaluating exemplary model programs
to assess the ability of such programs to advance
educational equity for women and girls; and
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‘‘(H) introduction into the classroom of
textbooks, curricula, and other materials de-
signed to achieve equity for women and girls;
and
‘‘(2) research and development, which shall be co-
ordinated with the Office of Educational Research
and Improvement’s National Institute on the Edu-
cation of At-Risk Students to avoid duplication of re-
search efforts, designed to advance gender equity na-
tionwide and to help make policies and practices in
educational agencies and institutions and local com-
munities gender-equitable, including—
‘‘(A) research and development designed to
advance gender equity, including the develop-
ment of innovative strategies to improve teaching
and learning practices;
‘‘(B) the development of high quality and
challenging assessment instruments that are non-
discriminatory;
‘‘(C) the development and evaluation of
model curricula, textbooks, software, and other
educational materials to ensure the absence of
gender stereotyping and bias;
‘‘(D) the development of instruments and
procedures that employ new and innovative
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strategies to assess whether diverse educational
settings are gender equitable;
‘‘(E) the development of new dissemination
and replication strategies;
‘‘(F) updating high quality educational ma-
terials previously developed through awards
made under this part; and
‘‘(G) the implementation of nondiscrim-
inatory tests of aptitude and achievement and
alternative assessment instruments.
‘‘SEC. 8454. APPLICATIONS.
‘‘(a) APPLICATIONS.—A grant may be made, and a
contract or cooperative agreement may be entered into,
under this part only upon application to the Secretary, at
such time, in such form, and containing or accompanied
by such information as the Secretary may prescribe, such
as—
‘‘(1) setting forth policies and procedures that
will ensure a comprehensive evaluation of the activi-
ties carried out under the project, including an eval-
uation of the practices, policies, and materials used
by the applicant and an evaluation or estimate of the
continued significance of the work of the project fol-
lowing completion of the award period;
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‘‘(2) demonstrating how funds received under
this part will be used to promote the attainment of
one or more of the National Education Goals;
‘‘(3) demonstrating how the applicant will ad-
dress perceptions of gender roles based on cultural dif-
ferences or stereotypes;
‘‘(4) describing how funds under this part will be
used in a manner that is consistent with the School-
to-Work Opportunities Act of 1994;
‘‘(5) for applications for projects under section
8453(1), demonstrating how the applicant will foster
partnerships and share resources with State edu-
cational agencies, local educational agencies, institu-
tions of higher education, community-based organiza-
tions, and other recipients of Federal educational
funding which may include State literacy resource
centers; and
‘‘(6) for applications for projects under section
8453(1), demonstrating how parental involvement in
the project will be encouraged.
‘‘(b) SPECIAL
RULE.—In approving applications
under this part, the Secretary shall give special consider-
ation to applications—
‘‘(1) submitted by applicants that have not re-
ceived assistance under this part or under part C of
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title IX of this Act (as such part was in effect on Oc-
tober 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, includ-
ing local educational agencies, community-based
organizations, institutions of higher education,
and private organizations;
‘‘(C) implement a strategy with long-term
impact that will continue as a central activity
of the applicant after the grant has terminated;
and
‘‘(D) address issues of national significance
that can be duplicated.
‘‘(c) LIMITATION.—Nothing in this part shall be con-
strued as prohibiting men and boys from participating in
any programs or activities assisted under this part.
‘‘SEC. 8455. CRITERIA AND PRIORITIES.
‘‘The Secretary shall establish separate criteria and
priorities for awards under paragraphs (1) and (2) of sec-
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tion 8453 to ensure that available funds are used for pro-
grams that most effectively will achieve the purposes of this
part.
‘‘SEC. 8456. REPORT.
‘‘The Secretary, by January 1, 1999, shall submit to
the President and the Congress a report on the status of
educational equity for girls and women in the Nation.
‘‘SEC. 8457. EVALUATION AND DISSEMINATION.
‘‘(a) EVALUATION
AND DISSEMINATION.—The Sec-
retary shall evaluate in accordance with section 10701, and
disseminate, materials and programs developed under this
part and shall report to the Congress regarding such evalua-
tion materials and programs by January 1, 1998.
‘‘(b) USE OF PROGRAM FUNDS.—The Secretary is au-
thorized to use funds appropriated under section 8458 to
gather and disseminate information about emerging issues
concerning gender equity and, if necessary, to convene meet-
ings for this purpose.
‘‘(c) PROGRAM OPERATIONS.—The Secretary shall en-
sure that the programs under this part are administered
within the Department by a person who has recognized pro-
fessional qualifications and experience in the field of gender
equity education and who shall serve as a focal point of
national leadership and information on mechanisms to
carry out the purpose of this part.
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‘‘SEC. 8458. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this part, there are
authorized to be appropriated $5,000,000 for fiscal year
1995 and such sums as may be necessary for each of the
4 succeeding fiscal years, of which not less than two-thirds
of the amount appropriated under this section for each fis-
cal year shall be available to carry out the activities de-
scribed in section 8453(1).
‘‘PART H—FUND FOR THE IMPROVEMENT OF
EDUCATION
‘‘SEC. 8501. FUND FOR THE IMPROVEMENT OF EDUCATION.
‘‘(a) FUND AUTHORIZED.—From funds appropriated
under subsection (d), the Secretary is authorized to support
nationally significant programs and projects to improve the
quality of education, assist all students to meet challenging
State content standards and challenging State student per-
formance standards, and contribute to achievement of the
National Education Goals. The Secretary is authorized to
carry out such programs and projects directly or through
grants to, or contracts with, State and local educational
agencies, institutions of higher education, and other public
and private agencies, organizations, and institutions.
‘‘(b) USES OF FUNDS.—
‘‘(1) IN GENERAL.—Funds provided under this
section may be used for—
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‘‘(A) activities that will promote systemic
education reform at the State and local levels,
such as—
‘‘(i) developing and evaluating strate-
gies for eliminating ability grouping prac-
tices and developing policies and programs
that place all students on a college-pre-
paratory path of study, particularly in aca-
demic fields such as mathematics, science,
English, and social studies, including com-
prehensive inservice programs for teachers
and counselors and academic enrichment
programs that supplement regular courses
for students;
‘‘(ii) developing and evaluating pro-
grams that directly involve parents and
family members in the academic progress of
their children;
‘‘(iii) developing and evaluating strate-
gies for integrating instruction and assess-
ment such that teachers and administrators
can focus on what students should know
and be able to do at particular grade levels,
which instruction shall promote the syn-
thesis of knowledge, encourage the develop-
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ment of problem-solving skills drawing on a
vast range of disciplines, and promote the
development of higher order thinking by all
students;
‘‘(iv) developing and evaluating strate-
gies for supporting professional development
for teachers across all disciplines and for
guidance counselors and administrators, in-
cluding inservice training that improves the
skills of counselors and administrators in
working with students from diverse popu-
lations;
‘‘(v) research and development related
to challenging State content standards and
challenging 
State 
student 
performance
standards for student learning; and
‘‘(vi) the development and evaluation
of model strategies for assessment of student
learning, 
professional 
development 
for
teachers and administrators, parent and
community involvement, and other aspects
of systemic reform;
‘‘(B) demonstrations at the State and local
levels that are designed to yield nationally sig-
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nificant results, including approaches to public
school choice and school based decisionmaking;
‘‘(C) joint activities with other Federal
agencies, such as the National Science Founda-
tion, the Department of Health and Human
Services, and the Department of Labor, and with
institutions of higher education, to assist the ef-
fort to achieve the National Education Goals, in-
cluding activities related to improving the tran-
sition from preschool to school and from school
to work, as well as activities related to the inte-
gration of education and health and social serv-
ices;
‘‘(D) activities to promote and evaluate
counseling and mentoring for students, including
intergenerational mentoring;
‘‘(E) activities to promote and evaluate co-
ordinated pupil services programs;
‘‘(F) activities to promote comprehensive
health education;
‘‘(G) activities to promote environmental
education;
‘‘(H) activities to promote programs to as-
sist students to demonstrate competence in for-
eign languages;
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‘‘(I) studies and evaluation of various edu-
cation reform strategies and innovations being
pursued by the Federal Government, States, and
local educational agencies;
‘‘(J) activities to promote metric education;
‘‘(K) activities to promote consumer edu-
cation, such as saving, investing, and entre-
preneurial education;
‘‘(L) activities to promote experiential-based
learning, such as service-learning;
‘‘(M) activities to promote scholar-athlete
competitions;
‘‘(N) activities to promote child abuse edu-
cation and prevention programs;
‘‘(O) activities to raise standards and ex-
pectations for academic achievement among all
students, especially disadvantaged students tra-
ditionally underserved in schools;
‘‘(P) activities to provide the academic sup-
port, enrichment and motivation to enable all
students to reach such standards;
‘‘(Q) programs designed to promote gender
equity in education by evaluating and eliminat-
ing gender bias in instruction and educational
materials, identifying and analyzing gender in-
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HR 6 EAS
equities in educational practices, and imple-
menting and evaluating educational policies and
practices designed to achieve gender equity;
‘‘(R) demonstrations that are designed to
test the effectiveness of private management of
public educational programs, with at least one
demonstration carried out in each of the ten De-
partment of Education regions, and with funds
used to support planning, start-up costs and
evaluation;
‘‘(S) other programs and projects that meet
the purposes of this section; and
‘‘(T) demonstrations that are designed to
test whether prenatal education and counseling
provided to pregnant students could have a posi-
tive effect on pregnancy outcomes, with such edu-
cation and counseling emphasizing the impor-
tance of prenatal care; the value of sound diet
and nutrition habits; and the harmful effects of
smoking, alcohol and substance abuse on fetal de-
velopment.
‘‘(2) ADDITIONAL
USES.—The Secretary may
also use funds provided under this section to complete
the project periods for direct grants or contracts
awarded under the provisions of the Elementary and
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HR 6 EAS
Secondary Education Act of 1965, part B of title III
of the Augustus F. Hawkins-Robert T. Stafford Ele-
mentary and Secondary School Improvement Amend-
ments of 1988, or title III of the Education for Eco-
nomic Security Act, as such Acts were in effect on the
day preceding the date of enactment of the Improving
America’s Schools Act of 1994.
‘‘(c) AWARDS.—
‘‘(1) IN GENERAL.—The Secretary may—
‘‘(A) make awards under this section on the
basis of competitions announced by the Sec-
retary; and
‘‘(B) support meritorious unsolicited pro-
posals.
‘‘(2) SPECIAL RULE.—The Secretary shall ensure
that programs, projects, and activities supported
under this section are designed so that their effective-
ness is readily ascertainable.
‘‘(3) PEER REVIEW.—The Secretary shall use a
peer review process in reviewing applications for
grants under this section and may use funds appro-
priated under subsection (d) for the cost of such peer
review.
‘‘(d) AUTHORIZATION.—For the purpose of carrying
out this section, there are authorized to be appropriated
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$35,000,000 for fiscal year 1995 and such sums as may be
necessary for each of the 4 succeeding fiscal years.
‘‘PART I—BLUE RIBBON SCHOOLS
‘‘SEC. 8551. BLUE RIBBON SCHOOLS PROGRAM.
‘‘(a) GENERAL AUTHORITY.—Subject to subsection (d),
the Secretary is authorized to carry out programs to recog-
nize elementary and secondary schools or programs which
have established standards of excellence and which have
demonstrated a high level of quality. Such programs shall
be designated as ‘Blue Ribbon Schools’. In selecting schools
and programs to be recognized, the Secretary shall competi-
tively select public and private schools or programs within
local educational agencies in the States, schools operated for
Indian children by the Department of the Interior, and
schools operated by the Department of Defense for depend-
ents of Department of Defense personnel.
‘‘(b) SELECTION PROCESS.—
‘‘(1) IN
GENERAL.—The Secretary shall des-
ignate, each fiscal year, several categories for a Blue
Ribbon Schools program. Such categories may in-
clude, but shall not be limited to, outstanding elemen-
tary schools, outstanding secondary schools, outstand-
ing mathematics and science programs, or outstand-
ing reading programs.
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‘‘(2) SELECTION.—Within each category, the
Secretary shall determine the criteria and procedures
for selection. Selection for such awards shall be based
solely on merit. Schools or programs selected for
awards under this section shall not be required to be
representative of the States.
‘‘(c) ADMINISTRATIVE PROVISIONS.—
‘‘(1) CONSULTATION.—The Secretary shall carry
out the provisions of this section including the estab-
lishment of the selection procedures, after consultation
with appropriate outside parties.
‘‘(2) APPLICATION.—No award may be made
under this section unless the local educational agency
submits an application to the Secretary at such time,
in such manner, and containing such information, as
the Secretary may reasonably require.
‘‘(3) DEFINITION.—For the purposes of this sec-
tion, the term ‘State’ means each of the several States,
the District of Columbia, and the Commonwealth of
Puerto Rico.
‘‘(d) BLUE RIBBON AWARDS FOR CORRECTIONAL EDU-
CATION PROGRAMS.—The Secretary, through nominations
provided by the Office on Correctional Education after con-
sultation with representatives of correctional education or-
ganizations and others active in literacy education, shall
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annually make one or more awards under this section to
effective and innovative programs for inmate education and
literacy.
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $1,000,000 for fiscal year
1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this section.
‘‘PART J—NATIONAL STUDENT AND PARENT
MOCK ELECTION
‘‘SEC. 8601. NATIONAL STUDENT AND PARENT MOCK ELEC-
TION.
‘‘(a) IN GENERAL.—The Secretary is authorized to
award grants in every election year to national nonprofit,
nonpartisan organizations that work to promote voter par-
ticipation in American elections to enable such organiza-
tions to carry out voter education activities for students and
their parents. Such activities shall—
‘‘(1) be limited to simulated national elections
that permit participation by students and parents
from all 50 States in the United States; and
‘‘(2) consist of—
‘‘(A) school forums and local cable call-in
shows on the national issues to be voted upon in
an ‘issue forum’;
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‘‘(B) speeches and debates before students
and parents by local candidates or stand-ins for
such candidates;
‘‘(C) quiz team competitions, mock press
conferences and speechwriting competitions;
‘‘(D) weekly meetings to follow the course of
the campaign; or
‘‘(E) school and neighborhood campaigns to
increase voter turnout, including newsletters,
posters, telephone chains, and transportation.
‘‘(b) REQUIREMENT.—Each organization receiving a
grant under this section shall present awards to outstand-
ing student and parent mock election projects.
‘‘(c) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $125,000 for each of the fiscal
years 1995 through 1999 to carry out this section.
‘‘PART K—ELEMENTARY SCHOOL COUNSELING
DEMONSTRATION
‘‘SEC. 8651. SHORT TITLE.
‘‘This part may be cited as the ‘Elementary School
Counseling Demonstration Act’.
‘‘SEC. 8652. FINDINGS AND PURPOSE.
‘‘(a) FINDINGS.—The Congress finds that—
‘‘(1) elementary school children are being sub-
jected to unprecedented social stresses, including frag-
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mentation of the family, drug and alcohol abuse, child
abuse, poverty, and violence, and experts indicate that
intervention at an early age is the most beneficial;
‘‘(2) an increasing number of elementary school
children are exhibiting symptoms of distress, such as
substance 
abuse, 
emotional 
disorders, 
academic
underachievement, disruptive behavior, juvenile delin-
quency, and suicide;
‘‘(3) elementary school counselors, school psy-
chologists and school social workers can contribute to
the personal growth, educational development, and
emotional well-being of elementary school children by
providing professional counseling, intervention, and
referral services;
‘‘(4) the average ratio of elementary school coun-
selors to students is 1 to 1,000, the average ratio of
school psychologists to students is 1 to 2,500, and the
average ratio of school social workers to students is 1
to 2,500;
‘‘(5) when there is 1 counselor to 1,000 students,
1 school psychologist to 2,500 students, and 1 school
social worker to 2,500 students, elementary school
counseling programs are seldom adequate;
‘‘(6) the Federal Government can help reduce the
risk of academic, social, and emotional problems
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among elementary school children by stimulating the
development of model elementary school counseling
programs; and
‘‘(7) the Federal Government can help reduce the
risk of future unemployment and assist the school-to-
work transition by stimulating the development of
model elementary school counseling programs.
‘‘(b) PURPOSE.—It is the purpose of this part to en-
hance the availability and quality of counseling services for
elementary school children by providing grants to local edu-
cational agencies to enable such agencies to establish effec-
tive and innovative elementary school counseling programs
that can serve as national models.
‘‘SEC. 8653. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $10,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
part.
‘‘SEC. 8654. PROGRAM AUTHORITY.
‘‘(a) IN GENERAL.—From amounts appropriated pur-
suant to the authority of section 8653 in any fiscal year,
the Secretary shall make grants to local educational agen-
cies having applications approved under section 8655 to
initiate or expand school counseling programs for elemen-
tary school children.
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‘‘(b) PRIORITY.—In awarding grants under this part,
the Secretary shall give special consideration to applica-
tions describing programs that—
‘‘(1) demonstrate the greatest need for new or ad-
ditional counseling services among the children in the
elementary schools served by the applicant;
‘‘(2) propose the most promising and innovative
approaches for initiating or expanding elementary
school counseling; and
‘‘(3) show the greatest potential for replication
and dissemination.
‘‘(c) EQUITABLE DISTRIBUTION.—In awarding grants
under this part, the Secretary shall ensure an equitable geo-
graphic distribution among the regions of the United States
and among urban, suburban, and rural areas.
‘‘(d) DURATION.—A grant under this part shall be
awarded for a period not to exceed 3 years.
‘‘(e) MAXIMUM GRANT.—A grant under this part shall
not exceed $400,000 for any fiscal year.
‘‘SEC. 8655. APPLICATIONS.
‘‘(a) IN GENERAL.—Each local educational agency de-
siring a grant under this part shall submit an application
to the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may reason-
ably require.
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‘‘(b) NOTIFICATION OF STATE EDUCATIONAL AGEN-
CY.—Before submitting an application to the Secretary in
accordance with subsection (a), a local educational agency
shall provide the State educational agency with an oppor-
tunity to review and comment on the program described
in such application. The comments of the State educational
agency shall be appended to the application upon submis-
sion of the application to the Secretary.
‘‘(c) CONTENTS.—Each application for a grant under
this part shall—
‘‘(1) describe the elementary school population to
be targeted by the program, the particular personal,
social, emotional, educational, and career develop-
ment needs of such population, and the current school
counseling resources available for meeting such needs;
‘‘(2) describe the activities, services, and training
to be provided by the program and the specific ap-
proaches to be used to meet the needs described in
paragraph (1);
‘‘(3) describe the methods to be used to evaluate
the outcomes and effectiveness of the program;
‘‘(4) describe the collaborative efforts to be under-
taken with institutions of higher education, busi-
nesses, labor organizations, community groups, social
service agencies, and other public or private entities
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to enhance the program and promote school-linked
services integration;
‘‘(5) describe collaborative efforts with institu-
tions of higher education which specifically seek to en-
hance or improve graduate programs specializing in
the preparation of elementary school counselors, school
psychologists, and school social workers;
‘‘(6) document that the applicant has the person-
nel qualified to develop, implement, and administer
the program;
‘‘(7) describe how any diverse cultural popu-
lations, if applicable, would be served through the
program;
‘‘(8) assure that the funds made available under
this part for any fiscal year will be used to supple-
ment and, to the extent practicable, increase the level
of funds that would otherwise be available from non-
Federal sources for the program described in the ap-
plication, and in no case supplant such funds from
non-Federal sources; and
‘‘(9) assure that the applicant will appoint an
advisory board composed of parents, school counselors,
school psychologists, school social workers, other pupil
services personnel, teachers, school administrators,
and community leaders to advise the local educational
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agency on the design and implementation of the pro-
gram.
‘‘SEC. 8656. USE OF FUNDS.
‘‘(a) IN GENERAL.—Grant funds under this part shall
be used to initiate or expand elementary school counseling
programs that comply with the requirements in subsection
(b).
‘‘(b) PROGRAM REQUIREMENTS.—Each program as-
sisted under this part shall—
‘‘(1) be comprehensive in addressing the per-
sonal, social, emotional, and educational needs of all
students;
‘‘(2) use a developmental, preventive approach to
counseling;
‘‘(3) increase the range, availability, quantity,
and quality of counseling services in the elementary
schools of the local educational agency;
‘‘(4) expand counseling services only through
qualified school counselors, school psychologists, and
school social workers;
‘‘(5) use innovative approaches to increase chil-
dren’s understanding of peer and family relation-
ships, work and self, decisionmaking, academic and
career planning, or to improve social functioning;
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‘‘(6) provide counseling services that are well-
balanced among classroom group and small group
counseling, individual counseling, and consultation
with parents, teachers, administrators, and other
pupil services personnel;
‘‘(7) include inservice training for school coun-
selors, school social workers, school psychologists, other
pupil services personnel, teachers, and instructional
staff;
‘‘(8) involve parents of participating students in
the design, implementation, and evaluation of a coun-
seling program;
‘‘(9) involve collaborative efforts with institu-
tions of higher education, businesses, labor organiza-
tions, community groups, social service agencies, or
other public or private entities to enhance the pro-
gram and promote school-linked services integration;
and
‘‘(10) evaluate annually the effectiveness and
outcomes of the counseling services and activities as-
sisted under this part.
‘‘(c) REPORT.—The Secretary shall issue a report eval-
uating the programs assisted pursuant to each grant under
this section at the end of each grant period in accordance
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with section 10701, but in no case later than January 30,
1998.
‘‘(d) DISSEMINATION.—The Secretary shall make the
programs assisted under this part available for dissemina-
tion, either through the National Diffusion Network or other
appropriate means.
‘‘(e) LIMIT ON ADMINISTRATION.—Not more than 5
percent of the amounts appropriated pursuant to the au-
thority of section 8653 in any fiscal year shall be used to
carry out the provisions of this section.
‘‘SEC. 8657. DEFINITIONS.
‘‘For purposes of this part—
‘‘(1) the term ‘comprehensive’ means, with re-
spect to counseling services, a program in which—
‘‘(A) a school counselor, school psychologist,
or school social worker uses a range of individual
and group techniques and resources in a planned
way to meet the personal, social, emotional, edu-
cational, and career development needs of all ele-
mentary children in a school; and
‘‘(B) a school counselor, school psychologist,
or school social worker works directly with chil-
dren, families, teachers, and other school or agen-
cy personnel to create an optimal positive learn-
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ing environment and personal growth opportuni-
ties for all children;
‘‘(2) the term ‘developmental’ means, with re-
spect to a school counseling program, a systematically
planned program that—
‘‘(A) provides appropriate school counseling
interventions to foster the social, emotional,
physical, moral, and cognitive growth of elemen-
tary school children;
‘‘(B) provides intervention services to help
children cope with family, social, emotional, and
academic problems; and
‘‘(C) supports and enhances the efforts of
families, teachers, and other school personnel to
provide children maximum opportunity to ac-
quire competence and skill in self-understanding
and appreciation, interpersonal interaction, and
educational achievement and literacy;
‘‘(3) the term ‘school counselor’ means an indi-
vidual who has documented competence in counseling
children and adolescents in a school setting and
who—
‘‘(A) possesses State licensure or certifi-
cation granted by an independent professional
regulatory authority;
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‘‘(B) in the absence of such State licensure
or certification, possesses national certification
in school counseling or a specialty of counseling
granted by an independent professional organi-
zation; or
‘‘(C) holds a minimum of a master’s degree
in school counseling from a program accredited
by the Council for Accreditation of Counseling
and Related Educational Programs or the equiv-
alent;
‘‘(4) the term ‘school psychologist’ means an in-
dividual who—
‘‘(A) possesses a minimum of 60 graduate
semester hours in school psychology from an in-
stitution of higher education and has completed
1,200 clock hours in a supervised school psychol-
ogy internship, of which 600 hours shall be in
the school setting; and
‘‘(B) possess State licensure or certification
in the State in which the individual works; or
‘‘(C) in the absence of such State licensure
or certification, possess national certification by
the National School Psychology Certification
Board;
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‘‘(5) the term ‘school social worker’ means an in-
dividual who holds a master’s degree in social work
and is licensed or certified by the State in which serv-
ices are provided or holds a school social work special-
ist credential; and
‘‘(6) the term ‘supervisor’ means an individual
who has the equivalent number of years of profes-
sional experience in such individual’s respective dis-
cipline as is required of teaching experience for the
supervisor or administrative credential in the State of
such individual.
‘‘PART L—21ST CENTURY COMMUNITY LEARNING
CENTERS
‘‘SEC. 8701. SHORT TITLE.
‘‘This part may be cited as the ‘21st Century Commu-
nity Learning Centers Act’.
‘‘SEC. 8702. FINDINGS.
‘‘The Congress finds that—
‘‘(1) a local public school often serves as a center
for the delivery of education and human services for
all members of a community;
‘‘(2) public schools, primarily in rural and inner
city communities, should collaborate with other public
and nonprofit agencies and organizations, local busi-
nesses, educational entities (such as vocational and
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adult education programs, school-to-work programs,
community colleges, and universities), recreational,
cultural, and other community and human service en-
tities, for the purpose of meeting the needs of, and ex-
panding the opportunities available to, the residents
of the communities served by such schools;
‘‘(3) by using school facilities, equipment, and
resources, communities can promote a more efficient
use of public education facilities, especially in rural
and inner city areas where limited financial resources
have enhanced the necessity for local public schools to
become social service centers;
‘‘(4) the high technology, global economy of the
21st century will require lifelong learning to keep
America’s workforce competitive and successful, and
local public schools should provide centers for lifelong
learning and educational opportunities for individ-
uals of all ages; and
‘‘(5) community schools enable the entire com-
munities to develop an education strategy that ad-
dresses the educational needs of all members of local
communities.
‘‘SEC. 8703. PROGRAM AUTHORIZATION.
‘‘(a) GRANTS BY THE SECRETARY.—The Secretary is
authorized, in accordance with the provisions of this part,
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to award grants to rural and inner-city public elementary
or secondary schools, or consortia thereof, to enable such
schools or consortia to plan, implement, or to expand
projects that benefit the educational, health, social service,
cultural, and recreational needs of a rural or inner-city
community.
‘‘(b) AMOUNT.—The Secretary shall not award a grant
under this part in any fiscal year in an amount less than
$20,000.
‘‘(c) GRANT PERIOD.—The Secretary shall award
grants under this part for a period not to exceed 3 years.
‘‘(d) EQUITABLE DISTRIBUTION.—In awarding grants
under this part, the Secretary shall assure an equitable dis-
tribution of assistance among the States, among urban and
rural areas of the United States, and among urban and
rural areas of a State.
‘‘SEC. 8704. APPLICATION REQUIRED.
‘‘(a) APPLICATION.—To be eligible to receive a grant
under this part, an elementary or secondary school or con-
sortium shall submit an application to the Secretary at
such time and in such manner as the Secretary may reason-
ably prescribe. Each such application shall include—
‘‘(1) a comprehensive local plan that enables
such school or consortium to serve as a center for the
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delivery of education and human services for members
of a community;
‘‘(2) an evaluation of the needs, available re-
sources, and goals and objectives for the proposed
project in order to determine which activities will be
undertaken to address such needs; and
‘‘(3) a description of the proposed project, in-
cluding—
‘‘(A) a description of the mechanism that
will be used to disseminate information in a
manner that is understandable and accessible to
the community;
‘‘(B) identification of Federal, State, and
local programs to be merged or coordinated so
that public resources may be maximized;
‘‘(C) a description of the collaborative ef-
forts to be undertaken by community-based orga-
nizations, related public agencies, businesses, or
other appropriate organizations;
‘‘(D) a description of how the school or con-
sortium will act as a delivery center for existing
and new services; and
‘‘(E) an assurance that the school or consor-
tium will establish a facility utilization policy
that specifically states—
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‘‘(i) the rules and regulations applica-
ble to building and equipment use; and
‘‘(ii) supervision guidelines.
‘‘(b) PRIORITY.—The Secretary shall give priority to
applications describing projects that offer a broad selection
of services.
‘‘SEC. 8705. USES OF FUNDS.
‘‘Grants awarded under this part may be used to plan,
implement, or expand community learning centers which
include not less than 4 of the following activities:
‘‘(1) Literacy education programs.
‘‘(2) Senior citizen programs.
‘‘(3) Children’s day care services.
‘‘(4) Integrated education, health, social service,
recreational, or cultural programs.
‘‘(5) Summer and weekend school programs that
are coordinated with summer recreation programs.
‘‘(6) Nutrition programs.
‘‘(7) Expanded library service hours to serve
community needs.
‘‘(8) Telecommunications and technology edu-
cation programs for individuals of all ages.
‘‘(9) Parenting skills education programs.
‘‘(10) Support and training for child day care
providers.
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‘‘(11) Employment counseling, training, and
placement.
‘‘(12) Services for individuals who leave school
before graduating from secondary school, regardless of
the age of such individual.
‘‘(13) Services for individuals who are either
physically or mentally challenged.
‘‘SEC. 8706. DEFINITIONS.
‘‘For the purpose of this part, the term ‘community
learning center’ means an entity within a public elemen-
tary or secondary school building that—
‘‘(1) provides educational, recreational, health,
and social service programs for residents of all ages
within a local community; and
‘‘(2) is operated by a local educational agency in
conjunction with local governmental agencies, busi-
nesses, vocational education programs, community
colleges, and cultural, recreational, and other commu-
nity and human service entities.
‘‘SEC. 8707. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $20,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
part.
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‘‘PART M—MODEL PROJECTS
‘‘SEC. 8751. MODEL PROJECTS.
‘‘(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to award grants to cultural institutions to enable
such institutions to develop and expand model projects of
outreach activities for at-risk children in the communities
served by such institutions, including activities which inte-
grate such institution’s cultural programming with other
disciplines, including environmental, mathematics, and
science programs.
‘‘(b) PRIORITY.—In awarding grants under this sec-
tion the Secretary shall give priority to activities that are
part of an overall State, local, and private commitment,
seek to improve learning for at-risk youth, and are substan-
tially funded by State, local, or private funds.
‘‘(c) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated $5,000,000 for fiscal year
1995, and such sums as may be necessary for each of the
4 succeeding fiscal years, to carry out this part.
‘‘PART N—EXTENDING TIME FOR LEARNING
‘‘SEC. 8801. FINDINGS.
‘‘The Congress finds that—
‘‘(1) the Commission on Time and Learning has
found that—
‘‘(A) realizing the third National Education
Goal, that states all students will leave grades
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four, eight and twelve having demonstrated com-
petency in challenging subject matter, including
English, mathematics, science, foreign languages,
civics and government, economics, arts, history,
and geography, will require considerably more
common core learning time than most students
now receive;
‘‘(B) ensuring that all students learn to
high standards will require flexibility and inno-
vation in the use of common core learning time,
as well as the rest of the time students spend
both during and beyond the school day;
‘‘(C) teachers need regular, sustained time
for lesson development, collegial collaboration
and other professional development; and
‘‘(D) schools, businesses, community-based
organizations, tribal leaders, and other commu-
nity agencies and members should work together
to foster effective learning and enrichment pro-
grams and activities for students, including pro-
grams that operate outside of the regular school
day or year;
‘‘(2) increasing the amount and duration of in-
tensive, engaging and challenging learning activities
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geared to high standards can increase student motiva-
tion and achievement;
‘‘(3) the benefits of extending learning time, in-
cluding common core instructional time, can be maxi-
mized by concurrent changes in curriculum and in-
struction, such as accelerated learning, and engaging,
interactive instruction based on challenging content;
and
‘‘(4) maximizing the benefit of increased common
core and other learning time will require the collabo-
ration and cooperation of teachers and administra-
tors, students, parents, community members and or-
ganizations, businesses and others to develop strate-
gies to meet the needs of students during and beyond
the school day and year.
‘‘SEC. 8802. PURPOSE.
‘‘It is the purpose of this part to provide seed money
to schools and local educational agencies to enable such
agencies to devise and implement strategies and methods
for upgrading the quality of, and extending, challenging,
engaging learning time geared to high standards for all stu-
dents.
‘‘SEC. 8803. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary is authorized to
award grants to local educational agencies having applica-
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tions approved under section 8804 to enable such agencies
to carry out the authorized activities described in section
8805 in public elementary and secondary schools.
‘‘(b) AMOUNT.—Each grant under subsection (a) shall
be awarded in an amount not more than $100,000.
‘‘(c) DURATION.—Each grant under subsection (a)
shall be awarded for a period of not more than 3 years.
‘‘SEC. 8804. APPLICATION.
‘‘Each local educational agency desiring a grant under
this part shall submit an application to the Secretary at
such time, in such manner, and accompanied by such infor-
mation as the Secretary may require. Each such applica-
tion shall describe—
‘‘(1) the activities for which assistance is sought;
‘‘(2) any study or other information-gathering
project for which funds will be used;
‘‘(3) strategies and methods the applicant will
use to enrich and extend learning time for all stu-
dents and to maximize the percentage of common core
learning time in the school day, such as block schedul-
ing, team teaching, longer school days or years, and
extending learning time through new distance-learn-
ing technologies;
‘‘(4) the strategies and methods the applicant
will use, including changes in curriculum and in-
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struction, to challenge and engage students and to
maximize the productiveness of common core learning
time, as well as the total time students spend in
school and in school-related enrichment activities;
‘‘(5) the extent of involvement of teachers and
other school personnel in investigating, designing, im-
plementing and sustaining the activities assisted
under this part;
‘‘(6) the process to be used for involving parents
and other stakeholders in the development and imple-
mentation of the activities assisted under this part;
‘‘(7) any cooperation or collaboration among
public housing authorities, libraries, businesses, muse-
ums, community-based organizations, and other com-
munity groups and organizations to extend engaging,
high-quality, standards-based learning time outside of
the school day or year, at the school or at some other
site;
‘‘(8) the training and professional development
activities that will be offered to teachers and others
involved in the activities assisted under this part;
‘‘(9) the goals and objectives of the activities as-
sisted under this part, including a description of how
such activities will assist all students to reach State
standards;
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‘‘(10) the methods by which the applicant will
assess progress in meeting such goals and objectives;
and
‘‘(11) how the applicant will use funds provided
under this part in coordination with other funds pro-
vided under this Act or other Federal laws.
‘‘SEC. 8805. AUTHORIZED ACTIVITIES.
‘‘Funds under this part may be used—
‘‘(1) to study the feasibility of, and effective
methods for, extending learning time within or be-
yond the school day or year, including consultation
with other schools or local educational agencies that
have designed or implemented extended learning time
programs;
‘‘(2) to conduct outreach to and consult with
community members, including parents, students, and
other stakeholders, such as tribal leaders, to develop a
plan to extend learning time within or beyond the
school day or year;
‘‘(3) to develop and implement an outreach strat-
egy that will encourage collaboration with public
housing authorities, libraries, businesses, museums,
community-based organizations, and other commu-
nity groups and organizations to coordinate challeng-
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ing, high-quality educational activities outside of the
school day or year;
‘‘(4) to research, develop and implement strate-
gies, including changes in curriculum and instruc-
tion, for maximizing the quality and percentage of
common core learning time in the school day and ex-
tending learning time during or beyond the school
day or year;
‘‘(5) to provide professional development for
school staff in innovative teaching methods that chal-
lenge and engage students, and also increase the pro-
ductivity of extended learning time; and
‘‘(6) to develop strategies to include parents,
business representatives, and other community mem-
bers in the extended time activities, especially as
facilitators of activities that enable teachers to have
more time for planning, individual student assist-
ance, and professional development activities.
‘‘SEC. 8806. ADMINISTRATION.
‘‘(a) PEER REVIEW.—The Secretary shall award
grants under this part pursuant to a peer review process.
‘‘(b) DIVERSITY.—In awarding grants under this part
the Secretary shall ensure that such grants are awarded to
a diversity of local educational agencies, including such
agencies that serve rural and urban areas.
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‘‘(c) PRIORITY.—The Secretary shall give priority to
awarding grants under this part to local educational agen-
cies that serve schools with high percentages of students in
poverty.
‘‘SEC. 8807. DEFINITIONS.
‘‘For the purpose of this part the term ‘common core
learning time’ means high-quality, engaging instruction in
challenging content in each of the following core academic
subjects described in the third National Education Goal:
‘‘(1) English.
‘‘(2) Mathematics.
‘‘(3) Science.
‘‘(4) Foreign languages.
‘‘(5) Civics and government.
‘‘(6) Economics.
‘‘(7) Arts.
‘‘(8) History.
‘‘(9) Geography.
‘‘SEC. 8808. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $20,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
part.
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‘‘PART O—LONGER SCHOOL YEAR
‘‘SEC. 8851. SHORT TITLE.
‘‘This part may be cited as the ‘Longer School Year
Incentive Act of 1994’.
‘‘SEC. 8852. FINDINGS.
‘‘The Congress finds as follows:
‘‘(1) A competitive world economy requires that
students in the United States receive education and
training that is at least as rigorous and high-quality
as the education and training received by students in
competitor countries.
‘‘(2) Despite our Nation’s transformation from a
farm-based economy to one based on manufacturing
and services, the school year is still based on the sum-
mer needs of an agrarian economy.
‘‘(3) For most students in the United States, the
school year is 180 days long. In Japan students go
to school 243 days per year, in Germany students go
to school 240 days per year, in Austria students go
to school 216 days per year, in Denmark students go
to school 200 days per year, and in Switzerland stu-
dents go to school 195 days per year.
‘‘(4) In the final four years of schooling, students
in schools in the United States spend a total of 1,460
hours on core academic subjects, less than half of the
3,528 hours so spent in Germany, the 3,280 hours so
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spent in France, and the 3,170 hours so spent in
Japan.
‘‘(5) American students’ lack of formal schooling
is not counterbalanced with more homework. The op-
posite is true, as half of all European students report
spending at least two hours on homework per day,
compared to only 29 percent of American students.
Twenty-two percent of American students watch five
or more hours of television per day, while less than
eight percent of European students watch that much
television.
‘‘(6) More than half of teachers surveyed in the
United States cite ‘children who are left on their own
after school’ as a major problem.
‘‘(7) Over the summer months, disadvantaged
students not only fail to advance academically, but
many forget much of what such students had learned
during the previous school year.
‘‘(8) Funding constraints as well as the strong
pull of tradition have made extending the school year
difficult for most States and school districts.
‘‘(9) Experiments with extended and multi-track
school years have been associated with both increased
learning and more efficient use of school facilities.
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‘‘SEC. 8853. PURPOSE.
‘‘It is the purpose of this part to allow the Secretary
to provide financial incentives and assistance to States or
local educational agencies to enable such States or agencies
to substantially increase the amount of time that students
spend participating in quality academic programs, and to
promote flexibility in school scheduling.
‘‘SEC. 8854. PROGRAM AUTHORIZED.
‘‘The Secretary is authorized to award grants to States
or local educational agencies to enable such States or agen-
cies to support public school improvement efforts that in-
clude the expansion of time devoted to core academic sub-
jects and the extension of the school year to not less than
210 days.
‘‘SEC. 8855. APPLICATION.
‘‘Any State or local educational agency desiring assist-
ance under this part shall submit to the Secretary an appli-
cation at such time, in such manner, and accompanied by
such information as the Secretary may require.
‘‘SEC. 8856. APPROPRIATIONS AUTHORIZATION.
‘‘For the purpose of carrying out this part there are
authorized to be appropriated $100,000,000 for fiscal year
1995 and such sums as may be necessary for each of the
succeeding fiscal years.
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‘‘PART P—CREATING SMALLER LEARNING
COMMUNITIES
‘‘SEC. 8871. FINDINGS.
‘‘The Congress finds that—
‘‘(1) smaller school communities can have a sig-
nificant, positive impact on student achievement, in-
cluding grade promotion, school attendance and moti-
vation;
‘‘(2) large schools can benefit from reorganiza-
tion into smaller learning communities, such as
schools-within-schools; and
‘‘(3) smaller learning communities can provide
students with a variety of educational options based
on various themes, while providing all students en-
gaging, innovative instruction in challenging curric-
ula that will enable such communities to meet State
standards.
‘‘SEC. 8872. PURPOSE.
‘‘It is the purpose of this part to improve the quality
and effectiveness of teaching and learning by encouraging
and supporting school and school district efforts to create
smaller schools, including those that exist as schools-within-
schools.
‘‘SEC. 8873. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary is authorized to
award grants to local educational agencies having applica-
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tions approved under section 8854 to enable such agencies
to carry out the authorized activities described in section
8875 in public elementary and secondary schools.
‘‘(b) AMOUNT.—Each grant under subsection (a) shall
be awarded in an amount not more than $100,000.
‘‘(c) DURATION.—Each grant under subsection (a)
shall be awarded for a period of not more than 3 years.
‘‘SEC. 8874. APPLICATION.
‘‘Each local educational agency desiring a grant under
this part shall submit an application to the Secretary at
such time, in such manner, and accompanied by such infor-
mation as the Secretary may require. Each such applica-
tion shall describe—
‘‘(1) strategies and methods the applicant will
use to create the smaller learning community or com-
munities;
‘‘(2) curriculum and instructional practices, in-
cluding any particular themes or emphases, to be used
in the learning environment;
‘‘(3) the extent of involvement of teachers and
other school personnel in investigating, designing, im-
plementing and sustaining the smaller learning com-
munity or communities;
‘‘(4) the process to be used for involving students,
parents and other stakeholders in the development
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and implementation of the smaller learning commu-
nity or communities;
‘‘(5) any cooperation or collaboration among
community agencies, organizations, businesses, and
others to develop or implement a plan to create the
smaller learning community or communities;
‘‘(6) the training and professional development
activities that will be offered to teachers and others
involved in the activities assisted under this part;
‘‘(7) the goals and objectives of the activities as-
sisted under this part, including a description of how
such activities will better enable all students to reach
challenging State content standards and State student
performance standards;
‘‘(8) the methods by which the applicant will as-
sess progress in meeting such goals and objectives;
‘‘(9) if the smaller learning community or com-
munities exist as a school-within-a-school, the rela-
tionship, including governance and administration, of
the smaller learning community to the rest of the
school;
‘‘(10) a description of the administrative and
managerial relationship between the local educational
agency and the smaller learning community or com-
munities, including how such agency will demonstrate
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a commitment to the continuity of the smaller learn-
ing community or communities, including the con-
tinuity of student and teacher assignment to a par-
ticular learning community;
‘‘(11) how the applicant will coordinate or use
funds provided under this part with other funds pro-
vided under this Act or other Federal laws;
‘‘(12) grade levels or ages of students who will
participate in the smaller learning community or
communities; and
‘‘(13) the method of placing students in the
smaller learning community or communities, such
that students are not placed according to ability, per-
formance or any other measure, so that students are
placed at random or by their own choice, not pursu-
ant to testing or other judgments.
‘‘SEC. 8875. AUTHORIZED ACTIVITIES.
‘‘Funds under this part may be used—
‘‘(1) to study the feasibility of creating the small-
er learning community or communities as well as ef-
fective and innovative organizational and instruc-
tional strategies that will be used in the smaller
learning community or communities;
‘‘(2) to research, develop and implement strate-
gies for creating the smaller learning community or
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communities, as well as effective and innovative
changes in curriculum and instruction, geared to high
State content standards and State student perform-
ance standards;
‘‘(3) to provide professional development for
school staff in innovative teaching methods that chal-
lenge and engage students to be used in the smaller
learning community or communities; and
‘‘(4) to develop and implement strategies to in-
clude parents, business representatives, local institu-
tions of higher education, community-based organiza-
tions, and other community members in the smaller
learning communities, as facilitators of activities that
enable teachers to participate in professional develop-
ment activities, as well as to provide links between
students and their community.
‘‘SEC. 8876. ADMINISTRATION.
‘‘(a) PEER REVIEW.—The Secretary shall award
grants under this part pursuant to a peer review process.
‘‘(b) DIVERSITY.—In awarding grants under this part
the Secretary shall ensure that such grants are awarded to
a diversity of local educational agencies, including such
agencies that serve rural and urban areas.
‘‘(c) PRIORITY.—The Secretary shall give priority to
awarding grants under this part to local educational agen-
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cies that serve schools with high percentages of students in
poverty.
‘‘(d) SPECIAL RULE.—In awarding grants under this
part, the Secretary shall ensure that such grants are award-
ed for authorized activities described in section 8855 that
serve a diversity of grade spans.
‘‘SEC. 8877. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated $20,000,000
for fiscal year 1995, and such sums as may be necessary
for each of the 4 succeeding fiscal years, to carry out this
part.
‘‘PART Q—PARTNERSHIPS IN CHARACTER
EDUCATION PILOT PROJECT
‘‘SEC. 8901. PROGRAM AUTHORIZED.
‘‘(a) IN GENERAL.—The Secretary is authorized to
make up to a total of 10 grants annually to partnerships
of State educational agencies and local educational agencies
for the design and implementation of character education
programs that incorporate the elements of character listed
in section 8904, as well as other character elements identi-
fied by applicants.
‘‘(b) MAXIMUM AMOUNT OF GRANT.—No State edu-
cational agency shall receive more than a total of
$1,000,000 in grants under this part.
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‘‘(c) DURATION.—Each grant under this part shall be
awarded for a period not to exceed 5 years, of which the
State educational agency shall not use more than 1 year
for planning and program design.
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There is
authorized to be appropriated for fiscal year 1995
$6,000,000, and such sums as may be necessary for each
fiscal year thereafter to carry out this part.
‘‘SEC. 8902. STATE EDUCATIONAL AGENCY APPLICATIONS.
‘‘(a) REQUIREMENT.—Each State educational agency
desiring a grant under this part shall submit an applica-
tion to the Secretary at such time and in such manner as
the Secretary may require.
‘‘(b) PARTNERSHIPS.—Each State educational agency
desiring a grant under this part shall form a partnership
with at least one local educational agency to be eligible for
funding. The partnership shall—
‘‘(1) pursue State and local initiatives to meet
the objectives of this part; and
‘‘(2) establish a character education clearing-
house at the State level to make information and ma-
terials available to local educational agencies.
‘‘(c) APPLICATION.—Each application under this part
shall include—
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‘‘(1) a list of the local educational agencies enter-
ing into the partnership with the State educational
agency;
‘‘(2) a description of the goals of the partnership;
‘‘(3) a description of activities that will be pur-
sued by the participating local educational agencies,
including—
‘‘(A) how parents, students, and other mem-
bers of the community, including members of
private and nonprofit organizations, will be in-
volved in the design and implementation of the
program;
‘‘(B) curriculum and instructional prac-
tices;
‘‘(C) methods of teacher training and par-
ent education that will be used or developed; and
‘‘(D) examples of activities that will be car-
ried out under this part;
‘‘(4) a description of how the State educational
agency will provide technical and professional assist-
ance to its local educational agency partners in the
development and implementation of character edu-
cation programs;
‘‘(5) a description of how the State educational
agency will evaluate the success of local programs and
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how local educational agencies will evaluate the
progress of their own programs;
‘‘(6) a description of how the State educational
agency will assist other interested local educational
agencies that are not members of the original partner-
ship in designing and establishing programs;
‘‘(7) a description of how the State educational
agency will establish a clearinghouse for information
on model programs, materials, and other information
the State and local educational agencies determine to
be appropriate;
‘‘(8) an assurance that the State educational
agency will annually provide to the Secretary such
information as may be required to determine the ef-
fectiveness of the program; and
‘‘(9) any other information that the Secretary
may require.
‘‘(d) NON-PARTNER
LOCAL
EDUCATIONAL
AGEN-
CIES.—Any local educational agency that was not a part-
ner with the State when the application was submitted may
become a partner by submitting an application for partner-
ship to the State educational agency, containing such infor-
mation that the State educational agency may require.
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‘‘SEC. 8903. EVALUATION AND PROGRAM DEVELOPMENT.
‘‘(a) REQUIREMENT.—Each State educational agency
receiving a grant under this part shall submit to the Sec-
retary a comprehensive evaluation of the program assisted
under this part, including the impact on students, teachers,
administrators, parents, and others—
‘‘(1) by the mid-term of the program; and
‘‘(2) not later than 1 year after completion of
such program.
‘‘(b) CONTRACTS FOR EVALUATION.—Each State edu-
cational agency receiving a grant under this part may con-
tract with outside sources, including institutions of higher
education, and private and nonprofit organizations, for
purposes of evaluating their program and measuring the
success of the program toward fostering in students the ele-
ments of character listed in section 8904.
‘‘(c) FACTORS.—Factors which may be considered in
evaluating the success of the program may include—
‘‘(1) discipline problems;
‘‘(2) students’ grades;
‘‘(3) participation in extracurricular activities;
‘‘(4) parental and community involvement;
‘‘(5) faculty and administration involvement;
and
‘‘(6) student and staff morale.
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‘‘(d) MATERIALS
AND PROGRAM DEVELOPMENT.—
Local educational agencies, after consulting with the State
educational agency, may contract with outside sources, in-
cluding institutions of higher education, and private and
nonprofit organizations, for assistance in developing cur-
riculum, materials, teacher training, and other activities
related to character education.
‘‘SEC. 8904. ELEMENTS OF CHARACTER.
‘‘(a) IN
GENERAL.—Applicants desiring funding
under this part shall develop character education programs
that incorporate the following elements of character:
‘‘(1) Caring.
‘‘(2) Civic virtue and citizenship.
‘‘(3) Justice and fairness.
‘‘(4) Respect.
‘‘(5) Responsibility.
‘‘(6) Trustworthiness.
‘‘(7) Any other elements deemed appropriate by
the members of the partnership.
‘‘(b) ADDITIONAL ELEMENTS OF CHARACTER.—A local
educational agency participating under this part may,
after consultation with schools and communities of such
agency, define additional elements of character that the
agency determines to be important to the schools and com-
munities of such agency.
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‘‘SEC. 8905. USE OF FUNDS.
‘‘Of the total funds received by a State educational
agency in any fiscal year under this part—
‘‘(1) not more than 30 percent of such funds may
be retained by the State educational agency, of
which—
‘‘(A) not more than 10 percent of such funds
may be used for administrative purposes; and
‘‘(B) the remainder of such funds may be
used for—
‘‘(i) collaborative initiatives with local
educational agencies;
‘‘(ii) the establishment of the clearing-
house, preparation of materials, teacher
training; and
‘‘(iii) other appropriate activities; and
‘‘(2) the remaining of such funds shall be used to
award subgrants to local educational agencies, of
which—
‘‘(A) not more than 10 percent of such funds
may be retained for administrative purposes;
and
‘‘(B) the remainder of such funds may be
used to—
‘‘(i) award subgrants to schools within
the local educational agency; and
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‘‘(ii) pursue collaborative efforts with
the State educational agency.
‘‘SEC. 8906. SELECTION OF GRANTEES.
‘‘(a) CRITERIA.—The Secretary shall select, through
peer review, partnerships to receive grants under this part
on the basis of the quality of the applications submitted
under section 8902, taking into consideration such factors
as—
‘‘(1) the quality of the activities proposed by
local educational agencies;
‘‘(2) the extent to which the program fosters in
students the elements of character;
‘‘(3) the extent of parental, student, and commu-
nity involvement;
‘‘(4) the number of local educational agencies in-
volved in the effort;
‘‘(5) the quality of the plan for measuring and
assessing success; and
‘‘(6) the likelihood that the goals of the program
will be realistically achieved.
‘‘(b) DIVERSITY OF PROJECTS.—The Secretary shall
approve applications under this part in a manner that en-
sures, to the extent practicable, that programs assisted
under this part—
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‘‘(1) serve different areas of the Nation, includ-
ing urban, suburban, and rural areas; and
‘‘(2) serve schools that serve minorities, Native
Americans, students of limited-English proficiency,
and disadvantaged students.
‘‘PART R—ALASKA NATIVE EDUCATION
‘‘SEC. 8921. SHORT TITLE.
‘‘This part may be cited as the ‘Alaska Native Edu-
cational Equity, Support and Assistance Act’.
‘‘SEC. 8922. FINDINGS.
‘‘The Congress finds and declares:
‘‘(1) The attainment of educational success is
critical to the betterment of the conditions, long term
well being and preservation of the culture of Alaska
Natives.
‘‘(2) It is the policy of the Federal Government
to encourage the maximum participation by Alaska
Natives in the planning and the management of Alas-
ka Native education programs.
‘‘(3) Alaska Native children enter and exit school
with serious educational handicaps.
‘‘(4) The educational achievement of Alaska Na-
tive children is far below national norms. In addition
to low Native performance on standardized tests, Na-
tive student drop out rates are high, and Natives are
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significantly underrepresented among holders of bac-
calaureate degrees in the State of Alaska. As a result
Native students are being denied their opportunity to
become full participants in society by grade school
and high school educations that are condemning an
entire generation to an underclass status and a life
of limited choices.
‘‘(5) The programs authorized herein, combined
with expanded Head Start, infant learning and early
childhood education programs, and parent education
programs are essential if educational handicaps are
to be overcome.
‘‘(6) The sheer magnitude of the geographic bar-
riers to be overcome in delivering educational services
in rural and village Alaska should be addressed
through the development and implementation of inno-
vative, model programs in a variety of areas.
‘‘(7) Congress finds that Native children should
be afforded the opportunity to begin their formal edu-
cation on a par with their non-Native peers. The Fed-
eral Government should lend support to efforts devel-
oped by and undertaken within the Alaska Native
community to improve educational opportunity for
all students.
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‘‘SEC. 8923. PURPOSE.
‘‘It is the purpose of this part to—
‘‘(1) recognize the unique educational needs of
Alaska Natives;
‘‘(2) authorize the development of supplemental
educational programs to benefit Alaska Natives;
‘‘(3) supplement existing programs and authori-
ties in the area of education to further the purposes
of this part; and
‘‘(4) provide direction and guidance to appro-
priate Federal, State and local agencies to focus re-
sources, including resources made available under this
part, on meeting the educational needs of Alaska Na-
tives.
‘‘SEC. 8924. ALASKA NATIVE EDUCATIONAL PLANNING, CUR-
RICULUM DEVELOPMENT, TEACHER TRAIN-
ING AND RECRUITMENT PROGRAM.
‘‘(a) GENERAL
AUTHORITY.—The Secretary shall
make direct grants to Alaska Native organizations or edu-
cational entities with experience in developing or operating
Alaska Native programs or programs of instruction con-
ducted in Alaska Native languages, or to partnerships in-
volving Alaska Native organizations, for the following pur-
poses:
‘‘(1) EDUCATIONAL
PLANNING.—The consolida-
tion of existing educational plans, recommendations
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and research into implementation methods and strate-
gies to improve schooling for Alaska Natives.
‘‘(2) 
IMPLEMENTATION
OF
EDUCATIONAL
PLANS.—The adoption and implementation of specific
educational plans developed under subsection (1)
above.
‘‘(3) CURRICULA.—The development of curricula
to address the needs of Alaska Native students, par-
ticularly elementary and secondary school students,
which may include innovative programs and pilot
and demonstration programs to develop and introduce
curriculum materials that reflect cultural diversities
or the contributions of Alaska Native people, pro-
grams of instruction conducted in Native languages,
and the development of networks to introduce success-
ful techniques, programs and curriculum materials to
rural and urban schools, including:
‘‘(A) multimedia social studies curricula
which fully and accurately portray the role of
Native 
Americans 
historically 
and
contemporarily; and
‘‘(B) curricula and teaching materials for
instructions in Native languages.
‘‘(4) PRETEACHER TRAINING.—The development
and implementation of preteacher training program