-
https://clinton.presidentiallibraries.us/files/original/446f41cd1185ad28de6029c947bf2e15.pdf
58ca8e10298cdbfdbbf09962ca01bf2f
PDF Text
Text
\
Goals 2000: Educate America ACt
Legislative Summary
Overview
·1
The Goals 2000 Act, signed into law March 31, 1994, provides resources to states and
communities as they work to impro.ve student academic achievement. States and
communities are using Goals 2000 funds to provide teacher training, expand the use of
computers in classrooms, raise academic standards, and increase parental and community
involvement in education.
Components of the "Goals 2000: Educate America Act"
Title I: The National Education Goals
•
This title formalizes in law the original six National Education Goals. These goals
con.cern: readiness for school; increased school graduation rates; student academic
achievement and Eitizenship; mathematics and science performance; adult literacy; and
safe, disciplined, and drug-free schools. The Act adds two new goals that encourage
parental participation and improved professional development for teachers.
•
These goals are what President Bush, the nation's Governors, and the U.S. Congress,
hope we will accomplish as a nation by the year 2000. Some states and communities
have adopted the original goals, others have adapted them to their own circumstances.
Neither the Goals 2000 Act nor any other federal legislation requires states to adopt or
implement the National Education Goals as a condition of receiving federal funding.
•
Goals 2000 does not require states to adopt National Education Goals. It does not
contain any provisions for enforcing or monitoring compliance with the Goals.
Attainment of the Goals is completely voluntary.
,.
!
Title II: National Education Reform Leadership, Standards, and Assessments
•
Title II establishes in law a bipartisan National Education Goals Panel, which was
originally created by President Bush and the nation's governors in 1990 to monitor the
nation's progress toward the National Education Goals. The Goals Panel is comprised of
eight Governors, four state legislators, four members of Congress, the Secretary of
Education and the President's Domestic Policy Advisor.
•
Title II creates the National Education Standards and Improvem.ent Council (NESIC),
made up of a bipartisan, broad base of citizens, employees, and educators, to examine
and certify voluntary national and state standards submitted on a voluntary basis bY,sta\es
�and by organizations working on particular academic subjects.
(NOTE: Despite the carefully delineated authority provided to NESIC under the Goals
2000 Act, concerns have been raised about any certification of standards. Upon
recommendation of the National Education Goals Panel on January 28, 1995, the
Secretary of Education has asked the President not to appoint NESIC. Legislation has
passed in the House and is pending in the Senate to eliminate NESIC.)
•
Title II authorizes grants to be awarded to states to support the development of voluntary
student assessment systems aligned to state standards, and for the development of model
opportunity-to-Iearn standards.
Title ill: State and Local Education Improvement
For first-year funding, states were required to submit a brief application to describe how a broad
based citizen panel will develop a plan to improve schools. States also were required describe
how sub grants were to be made for local education improvement and better teacher preservice
.'
,
and professional development.
Broad:-Based Citizen Involvement in State Improvement Efforts
•
Title III requires the Governor and the Chief State School Officer to each appoint half the
members of a broad-based school improvement panel. This panel is comprised of
teachers, principals, administrators, parents, representatives of business, labor, and higher
education, and members of the public, as well as the chair of the state board of education
and the chairs of the appropriate authorizing committees of the state legislature.
•
This title enables states that already have a broad-based panel in place that has made
substantial progress in developing a education improvement plan to request that the
Secretary of Education recognize the existing panel.
Comprehensive Improvement Plan Geared to High Standards of Achievement
•
Title III provides for the development of a comprehensive improvement plan by the State
Planning Panel. The plan must be approved by the state education agency and be,
consistent with state law.
•
Title III allows states with improvement plans already in place to not be required to
develop new plans for Goals 2000. The U.S. Secretary of Education may approve plans,
or portions of plans, already adopted by the state.
2
�•
In order to receive Goals 2000 funds after the first year, states must submit their sChool
improvement plan or an application that indicates they have made substantial progress in
its plan development.
'
•
Title III requires that a peer review panel state and local level be formed to review the
state improvement plan,s, The panel, comprised of non-federal educators, employers,
parents, and state and local elected officials, offers guidance to states and recommends to
the Secretary of Education whether the education improvement plan should be approved.
The purpose of reviewing and approving state education reform plans is to ensure that
federal funds are invested only in state education reforms with a reasonable chance of
success,
Title III provides that the following strategies be developed:
•
Strategies for the development or adoption of student academic standards, assessments,
and plans for improving teacher training.
•
Strategies to involve parents and the community in helping all students meet challenging
state standards and to promote grass-roots, bottom-up involvement in education.
•
Strategies for ensuring 'that all local educational agencies and schools in the state are involved
in developing and implementing needed improvements.
f
•
Strategies for improved management and governance, and for promoting accountability for.
results, flexibility, site-based management, and other principles of high-performance
management.
•
Strategies for providing all students an opportunity to learn at higher academic levels.
While these strategies have to be outlined in the plan, the implementation of the strategies
is voluntary,
•
Strategies for assisting local educational agencies and schools to meet the needs of school-age
students who have dropped out of school.
•
Strategies for bringing technology into the c1assroqm to increase learning,
Funds are also available to states to support the development of a state technology plan, to be
integrated with the overall reform plan,
3
�Broad-Based Involvement in Local Education Improvement Efforts
•
•
Title III requires each local school district, that applies to the state for Goals 2000 funds to
develop abroad consensus regarding a local improvement plan. In order to assist schools
. in developing and implementing improvements that best meet the particular needs of the
schools. The local plan must include strategies for ensuring that students meet higher
\
academic standards.
Decisions regarding the content of curriculum, assessments, and social services remain
local decisions. Section 318 of the Act specifically prohibits federal mandates, direction
and control of educatiop..
Waivers and Flexibility
.•
Title III allows states with approved Goals 2000 plans to request from the Secretary of
Education waivers of statutory and regulatory requirements in most other federal education
programs, if these requirements interfere with implementation of the state's approach to
education improvement. Local school districts and individual schools working on
education improvement may similarly request, through their state, waivers, regardless of
whether they receive Goals 2000 funds.
•
Certain requirements, such as the allocation of funds to school districts, and certain laws, .
such as civil rights and special education laws, may not be waived.
•
Ttit1e III also authorizes up to six states to participate in the "Ed-Flex Demonstration
Program," in which the Secretary of Education delegates this new waiver authority to the
state education agency. This permits state officials to waive federal requirements for local
school districts and schools if they impede education reform efforts.
.
,
Timetable and Funding
In 1994, $105 million was appropriated for Goals 2000. Congress appropriated $372
million for 1995. The Senate Appropriations Committee has proposed $310 million for
1996 while the House of Representatives eliminated funding for Goals 2000, The
President has stated that he will veto any bill that substantially reduces funding for
education.
Goals 2000 funds are available to states on a formula basis. (Attachment A)
During the first year of participation, at least 60 percent of each state's funds were awarded
to local school districts. Seventy-five percent of those funds went directly to schools.
4
�During years 2-5, at least 90 percent of each state's funds will be awarded to school
districts. At least 85 ,percent of those ~unds are award~d to schools.
Title IV. Parental'Assistanc'e
•
Title IV creates parental information and resource centers to increase parents' knowledge
about child-rearing and to strengthen partnerships between parents and educators in
meeting the educational needs of children.
•
Local non-profit ag;encies'sel\ling parents are eligible to receive funds to establish parent
resource centers. These grants are awarded independent of state participation in Title III
of Goals 2000. Agencies in states not participating in Goals 2000 can and have received
grants under this title. Their activities are not necessarily related tb the state's Goals 2000
activities.
Title V. National Skill'standards Board
II!
Title V creates a National Skill Standards Board to support the development and adoption·
of voluntary occupational skill standards and certification. The Board is responsible for
identifying major occupations in the U.S. to facilitate voluntary partnerships to develop
skilt'standards for each,occupation. The l30ard will endorse those skill standards
submitted by the partnerships that meet certain criteria.
Title VI. International Education Program
•
This title authorizes international exchange activities designed to promote democracy and
free market economies. Through grants or contracts awarded by the Secretary, curricula
and teacher training programs in civics and economics developed in the United States are
made available to eligible countries in Central and Eastern Europe and the former Soviet
Union. Two grants were awarded in 1995, one focusing on civics education, the other on
economics education.
Title VII.
•
Title VII creates the Safe Schools Act of 199{ which provides funds to help local school
districts achieve Goals Six of the National Education Goals. Nineteen grants were
awarded in 1995 to help schools develop programs to address changes and violence
problem.
5
�•
Title VID. Minority-focused Civics Education
•
This title authorizes the award of grants for seminars in American government and civics
for elementary and secondary school teachers and other educators who work with minority
and Native American students. The program is to consist of summer institutes followed by
inservice training programs during the academic year. No funds have been available for
this title.
Title IX. Educational
•
and Improvement
This title, the "Educational Research, Development, Dissemination, and Improvement
Act," reauthorizes the Department's research and dissemination unit. It establishes five
research institutes, an office for reform assistance, the National Library of Education, a
research policies and priorities board, and administrative structures to support them. This
title does not directly relate to Goals 2000.
.
Title X.
•
Rese~rch
Miscellaneous
Sections in this title include authorization for a study on how well students with disabilities
are represented in school improvement efforts funded under Goals 2000. The title also
contains other provisions unrelated to Goals 2000.
11129/95
6
�, Goals 2000: Educate America Act
. Legislative Summary
Overview
The Goals 2000 Act, signed into law March 31, 1994, provides resources to states
and communities as they work to improve student academic achievement. States and
communities are using Goals 2000 funds to provide quality professional development
for teachers, expand the use of computers in classrooms, raise academic standards,
and increase parental and community involvement in education.
Compom~nts
of the "Goals 2000: Educate. America Act"
Title I: The National Education Goals
•
This title formalizes in law the original six National Education Goitls. These goals
f
concern: readiness for school; increased school graduation rates; student academic
achievement and citizenship; mathematics and science performance; adult literacy; and
safe, disciplined, and drug-free schools. The Act adds two new goals that encourage
parental participation and improved professional development for teachers.
•
These goals are symbolic expressions of what the President, the nation's Governors,
and now the U.S. Congress, hope we will accomplish as a nation by the year 2000.
Some states and communities have adopted the original goals, others have adapted
them to their own circumstances. Neither the Goals 2000 Act nor any other federal
legislation requires states to adopt or implement the National Education Goals as a
condition of receiving federal funding.
•
The National Education Goals are not mandate~, and there are no enforcement or
compliance monitoring mechanisms written mto law.
Title D: National Education Reform Leadership, Standards, and
Assessments
•
.
;
I
I
.1
I·
The bipartisan National Education Goals panel, was originally created by President.
Bush and the nation's governors in 1990 to monitor .the nation's progress toward the
National Education Goals. The Goals Panel is comprised of eight Governors, four
state legislators, four members of Congress, the Secretary of Education and the
President's Domestic Policy Advisor .
�•
The National Education Standards and Improvement Council is made up of a
bipartisan, broad base of citizens, employees, and educators, to examine and certify
voluntary national and state standards submitted on a voluntary basis by states and
organizations working on particular academic subjects.
.
(NOTE: Despite the carefully delineated authority provided to NESIC under the
Goals 2000 ·Act, concerns have been raised about any certification of standards.
Upon recommendation of the National Education Goal~ Panel on January 28, 1995,
the Secretary of Education has asked the President not to appoint NESIC. Legislation
has passed in the House and is pending in the Senate to eliminate NESIC.)
•
This title also authorizes grants to support the development of voluntary student
assessment systems aligned to state standards, and for the development of model
oppo~nity-to-Iearn standards. Funds have not been available for the development of
model opportunity-to-Iearn standards. Nine assessment grants have been awarded to a
total of twenty-five states to develop or field test new student assessment systems
aligned to high standards.
Title llI: State and Local Education Improvement
For first-year funding, states submitted a brief application that described how a broad-based.
citizen panel will develop.a plan to improve schools. States have the option to use plans that
already have ·been developed. The application also described how subgrants were to be made
for local education improvement and better teacher preservice and continuing professional
development.
Broad-Based Citizen Involvement in State Improvement Efforts
•
The Governor and the Chief State School Officer each appoint half ~e members of a
broad-based school improvement panel. This panel is comprised of teachers,
principals, administrators, parents, representativl;s of business, labor, and higher
education, and members of the public, as well as the chair of the state board of
education and the chair~ of the appropriate authorizing committees· of the state
legislature.
•
States that already have a broad-based panel in place that ·.has made substantial progress
in developing a education improvement plan may request that the Secretary of
.
.Education recognize the existing panel.
.
Comprehensive Improvement Plan Geared to High Standards of Achievement
•
The State Planning Panel is responsible for developing a comprehensive reform plan.
The plan !Dust be approved by the state education agency and be consistent with state
�law.
•
•
A peer review panel is brought together to review the state improvement plans. This
panel, comprised of non-federal educators, employers, parents; and state and local
officials, offers guidance to states and recommends to the Secretary of Education
whether the education improvement plan ,should be approved.
•
I
In order to receive Goals 2000 funds after the first year, states submit their school
improvement plan or an application that indicates they have made substantial progress
in its, plan development.
'
•
;
States with improvement plans already in place will not have to develop new plans for
Goals 2000. The U.S. Secretary of Education may approve plans, or portions of plans,
already adopted by the state. To date, six states have submitted preexisting plans:'
Kentucky, Massachusetts, Ohio, Utah, Michigan, and Oregon. All these plans have
been approved.
'
~
The purpose of reviewing and approving state education reform plans is to ensure that
federal funds are invested only in state education reforms with a reasonable chance of
success.
'.
As of November 14, 1995, fourteen states have submitted and had their education
improvement plans approved. No state has had their plan rejected, nor has any state
been required to modify its plan.
In general, the plans address:
•
Strategies for the development or adoption of student academic standards, assessments,
and plans for improving the preparation and advanced professional training of teachers.
•
Strategies to Involve parents and the community in helping all students meet
challenging state standards and to promote grass~roots, bottom-up involvement in
education.
•
Strategies for ensuring that all iocal educational agencies and' schools in. the state are
.involved in developing and implementing needed improvements.
•
Strategies for improved management and governance, and for promoting accountability
for results, flexibility, site-based management, and other principles of high-performance
management.
•
Strategies for providing all students an opportunity to learn at higher academic levels.
While these strategies have to be outlined in the plan, the implementation of the
strategies is, voluntary .
,3
�I~
•
Strategies for assisting local educatiorial agencies and schools to
age students who have dropped out of ~chool.
•
Strategies for bringing technology into the classroom to increase learning.
~eet
the needs of school
I
"
Funds are also available to states to support the development of a state technology plan, to be
integrated with the overall reform plan.
.
I
I
I
B~oad-Based
[.
Involvement in Local Education Improvement Efforts
•
•
Local districts encourage and assist schools in, developing and implementing
improvements that best meet the particular needs of the schools. The local plan would
include strategies for ensuring that students meet higher academic standards.
•
, I
Each local school district, applying to the state for Goals 2000 funds will be asked to
develop a broad consensus regarding a local improvement plan.
All of these strategies focus on improving student achievement: Decisions regarding
the content of curriculum, assessments, and social services remain local decisions.
Section 318 of the Act specifically prohibits federal mandates, direction and control of
education.
.
I
,
Waivers and Flexibility
• ,States with approved Goals 2000 plans may request from the Secretary of Education
waivers of statutory and regulatory requirements in most other federal education
programs, if these requirements interfere with implementation of the state's approach to
education unprovement. Local schooL districts and individual schools working on
education improvement ,may similarly ,request waivers through their state regardless of
whether they receive goals 2000 funds.'
.
,
•
•
j,
Certain requirement&, such as the allocation Of funds to school districts, and certain
laws, such as civil rights and special education laws, may not be waived.
Up to six states.will participate in the "Ed-Flex Demonstration Program," in which the
Secretary of Education delegates his waiver authority to the state education agency.
This permits state officials to waive federal requirements for local school districts and
schools if they impede education reform efforts.
•
To date, Oregon, Massachusetts, Kansas, and Ohio have been selected as Ed Flex
states .
• ' Prior to the enactment of Goals 2000, no U.S. Secretary of Education had the authority
4
�,
to waive any statutory or regulatory requirements for any reason.
I
!'
Timetable· and Funding
In 1994, $105 million was appropriated for Goals 2000. Congress appropriated $372
million for 1995. The Se:nate Appropriations Committee has proposed $310 million for
1996 while the House of Representatives eliminated funding for Goals 2000. The
President has stated that he will veto any bill that substantially reduces funding for
education.
.
Goals 2000 funds are available to states on a formula basis. Attached is a chart with
the state funding levels for 1994 and 1995.
During the fIrst year of participation, at least 60 percent of each state's funds were
awarded to local school districts. Seventy-five percent of those funds went directly to
schools:
During years 2-5, at least 90 percent of each state's funds will be awarded to school
districts. At least 85 percent of those funds are awarded to schools ..
Title IV. Parental Assistance
•
•
i
This title creates parental ·information and resource centers· to increase parents'
knowledge about child-rearing and to strengthen· partnerships between parents and
educators in meeting the educational needs of children.
Local non-profIt agencies serving parents are eligible to receive funds to establish
parent' resource centers. These grants are awarded independent of state participation in
Title III of Goals 2000. Agencies in states not participating in Goals 2000 can and
have received grants under this title. Their activities are not necessarily related to the
state's Goals 2000 activities.
parent
• Twenty-eight 1995. resource centers were funded by the V.S.. Department of
Education in
.
Title V. National Skill Standards Board
•
This title creates a National Skill Standards Board to support the development and
adoption of voluntary occupational skill standards and certifIcation .. The Board is
responsible for identifying major occupations in the V. S. to facilitate voluntary .
partnerships to develop skill standards for each occupation. The Board will endorse
those skill standards submitted by the partnerships that meet certain criteria.
5
�Other Provisions Contained in PL 103-227,_ but not related to Goals 2000
Title VI. Ihternational Education Program
• .
This title authorizes international exchange activities designed to promote democracy
and free market economies. Through grants or contracts awarded by the Secretary,
curricula and teacher professional development programs in civics and economics
developed in the United States are made available to eligible countries in Central and
Eastern Europe and the former Sovi~t Union. Two grants were awarded in 1995, one
focusing on civics education, the other on economics education.
.
Title VII.
•
Safe Schools
Title VII creates the Safe Schools Act of 1994, which provides tUnds to help local
school districts achieve Goal Six of the National Education Goals. Nineteen grants
were awarded in 1995 to help schools develop programs to address drugs and violence.
)
Title VIII. Minority-focused Civics Education
•
This title. authorizes the awatdof grants for seminars in American government and
civics for elementary and second3:ry school teachers and other educators who work with
minority and Native American stUdents~ The program consists of summer institutes
- followed by inservice training programs during the academic year. No funds have
been made available for this title.
Title IX. Educational Research and Improvement
,
i.
•
This title, the "Educational Research, Development, Dissemination, and Improvement
Act," reauthorizes the Department's research and dissemination unit . .It establishes five
research institutes, an office for reform assistance, the National Library of :Education, a
.
research .policies and priorities board, and administrative structures to support them.
This title does not directly relate to Goals 2000.
.
Title X.
•
Miscellaneous
Sections in this title include authorization for a' study on how well students with
disabilities are represented in school improvement efforts funded under Goals 2000.
The title also contains other provisions unrelated to Goals 2000.
6
�Other Provisions Contained in PL 103-227,
b~t
not related. to Goals 2000
Title VI. International Education Program
•. This title authorizes international exchange activities designed to promote democracy
and free market economies. Through grants or contracts awarded by the Secretary,
curricula and teacher professional development programs in civics and economics
developed in the United States are made available to eligible countries in Central and
Eastern Europe and the former Soviet Union. Two grants were awarded in 1995, one
focusing on civics education, the other on economics education ..
,Title VII.
Safe Schools
.
•
..
Title VII creates the S3.fe Schools Act of 1994, which provides funds to help local
school districts achiev~ Goal Six of the National Education Goals. Nineteen grants
were awarded in 1995 to help schools develop programs to address drugs and violence.
Title VIII. -'Minority-focused Civics Education
•
This title authorizes the award of grants for seminars in Anierican government and
civics for elementary and secondary school teachers and other educators who work with .
. minority and Native American students. The program conSists of summer institutes·
followed by inservice training programs during the academic year. No funds; have
been made available for this title.
Title IX. Educational Research and Improvement
•
This title, the "Educational Research, Development, Dissemination, and Improvement
Act," reauthorizes the Departfuent'sresearch arid dissemination unit. It establishes five·
research institutes, an office for reform assistance, the National Library of Education; a
research policies and priorities board, .and administrative structures to support them.
This title does not directly relate to Goals 2000.
Title X.
Miscellaneous
•
Sections in this title include authorization for a study on how well students with
disabilities are represented in school improvement efforts funded under Goals 2000.
the title also contains other provisions unrelated to Goals 2000.
11129/95
6.
�11/20/95
i
,)
Goals 2000 • Title III '
State
TOTAL. 52 STATES:
ALABAMA
ALASKA
ARIZONA
-ARKANSAS
CALIFORNIA '
COLORADO.
CONNECTICUT
DELAWARE
FLORIDA
GEORGIA
HAWAII
IDAHO
, ILLINOIS
INDIANA
IOWA
KANSAS
. KENTUCKY
LOUISIANA
MAINE
MARYLAND
MASSACHUSETIS
MICHIGAN
MINNESOTA
MISSISSIPPI
MISSOURI
MONTANA
NEBRASKA
NEVADA
I
I
NEW.HAMPSHIRE
I
I
NEWJERSEY
, I
NEWMEXICO
NEWYORK i
, I
NORTH.CAROLINA NORTH.DAKOTA
OHIO
OKLAHOMA
OREGON
PENNSYLVANIA
RHODE. ISLAND
SOUTH.CAROLINA
SOUTH.DAKOTA
TENNESSEE
TEXAS
UTAH
,VERMONT
I
VIRGINIA
WASHINGTON
, WEST. VIRGINIA
I ,
WISCONSIN
l
l WYOMING
DISTRICT.OF.COLUMBIA
PUERTO.,RICO
FY 1994
Final
Allotment
$91,480.000
1,604.625
460,574
1,364,600
993.175
10;514.198
1.086.789
962.265
406.278
4.022,211
2.358.215
_.,417.745
458.232 '
4,138.448
1.737.392
888.192
865.991
1,479.642
2.064.025
506.617
1,450.703
1.884,961,
3,622.852
1.389.913
1.361.751
1.694,086
' 449.712
568.280
410,679
0
2,445.502
742,764
7.166.140
2.060.116
,406.852
,3,711,499
1,155,879
1,048,333
,4.070,640
442.901
1,276.721
427.589
1.680.252 '
7.286,644710,199
407.301
0
' 1.583.754
779.62Q
1,685.573
370;640
477.300
2.381.661
FY 1995
Final
Allotment
$358.251.300
$5.941,766
1.547.345
5,450.582
3.650,495
42.111.705
4,288,514
3,460.756
1.291.544
15.861.034
8.959,402 '
1.381,641
1.568.397
' , 15.992.571
6.557.145
3.219.618
3.193.916
5;775.274
7.968.128
1.647.540
5.379.938
6.990.859
14,371,488
5.377.078
5,094.972
6,525,935
,1.560,150
1.986.104
1,419,052
1,290.294
8,792,536
2,782,261
27.112.295
7,745.087
' 1,340,576
14.833.684
4,396.613
4.012.392
15.529,194
1,480.004
4.710.359
1,412.549
6,387,802
29,228.278
_2.587.039
1,272.847
6,658,924
6.328,974
2.799,259
6.582.097
1.262.907
1.523,409.
9;608.968
�,i
I
.' I
!,;
Goals ,2000:' Educate America Act
Purpose, §2. sets out the same 7 purposes for the bill as the
Administration's proposal (adding promoting the use of techno
logy in purpose six). Adds as an eighth purpose, assisting every
elementary and secondary school receiving funds under the Act to
actively involve parents and families and provide parents with
skills toadv9catefor,their children.
Definitions: §3. Defines "all children" and "all students"
similar to the Administration's definition of "all stUdents"
(adds dropouts). Defines "opportunity-to-Iearn standards" in
terms of assessing the sufficiency of 'resources, practices and
conditions. Defines "state" to include the "outlying areas", and
"the "outlying areas" to include the FreeLy Associated states (the
Marshall Islands and, Micronesia) '. Also defines "state
assessment".
I
l
Title I - National Education Goals
Purpose, §101. Sets out as the purpose of this title the
establishment of National Education Goals.
Natiorial Education Goals, §102. sets out 8 National Education
Goals and the objectives for each Goal. Adopts 4 of the original
NGA Goals (School Readiness, School Completion, Mathematics and
Science, Adult Literacy and 'Lifelong Learning), revises two other
NGA Goals (Student Achievement and Citizenship (adding civics,
government, and economics as challenging subject matter and an
objective that all students have access to physical and health
education) and Safe, Disciplined, and Drug-free Schools (adding
firearms and alcohol and an objective that every school should
work to eliminate sexual harassment», and adds two new Goals
(Teacher Education and Professional Development, School and Home
Partnership) •
'
Title II - National Education Reform Leadership, Standards, and
Assessments
'
,
'
Part A .;.. National Education Goals Panel
PurDose, §201. Sets' out the purpose of the title, similar to the
Administration's proposal. However, deletes, as a purpose
"approving". voluntary national content and student performance
standards and national opportunity-to-learn (OTL) standards.
Instead has Goals Panel (GP) "reviewing" such standards and
criteria with the option of disapproving them not 'later than 90
days after their receipt.
Establishment, §202(a). Establishes the GP within the Executive
Branch to advise the President, Secretary, and Congress.
Composition, §202(b). Requires 18 members: 2 Presidential
�i
appointees: 8 Governors (5 from the opposite political party as
the President): 4 members of Congress (one each appointed by the
majority .and minority leader of each House): and 4 members of
state legislatures (2 of'whom have to be of the same political
party as the President).
",
I
Special Appointment Rule, §202(C}. The Chair and Vice Chair of
the National Governors Association appoint Governors to the GP.
Provides for allowing the current Gp'members to continue serving.
Requires, to extent feasible, that membership be geographically
diverse and representative of national racial, ethnic, and gender
.diversity •
.
Terms, §202(dl. Provides that Presidential appointees serve at
the pleasure of the President, and that Governors, Congressional
appointees, and state legislators serve for 2 years.
Date of Appointment, §202(el. Requires member appointments not
later than 60 days after enactment.
Initiation, §202(fl. Permits the GP to begin its duties when 10
members are appointed.
vacancies, §202 (gl.
Travel, §202(hl.
diem.
Provides for filling vacancies.
Provides .for travel expenses, including per
"
Chair,§202(i). GP members to select Chair from among the
members: Chair serves 1 year term, alternating between political
parties.
Conflict of interest. §202(j). Prohibits a GP member who is an
elected State official from participating in GP considerat1on of
such State's content and performance or OTL standards.
Ex Officio Members ,§202 (k). Requires" the Secretary to serve as a
nonvoting ex officio GP member (unless the President has made the
Secretary one of the two Presidential appointees).
I
I ,
, I
Duties. §203. Reports on progress of the Nation and States
towards the Goals; promising and effe~tive actions: and state OTL
standards and strategies and the progress of States that are
implementing such standards. Submits nominations to the
President for NESIC. Reviews, after taking public comment into
consideration, NESIC criteria for the certification of State
content, performance, OTL standards and assessments and voluntary
national content, perforJ11ance, OTL standards certified by NESIC,
with an option of disapproving such criteria and standards by a
2/3's majority vote not later than 90 days after their receipt.
Provides consensus building on"achieving the Goals. Submits an
annual report (not called a National Report 'Card) that contains
certain information to. be presented in a form understandable to
parents and the public.
�Powers, §204. Similar to the Administration t s proposa:l (prov:ides
for hearings; information gathering; use of postal s~rvices,
gifts, facilities and services; and administrative ,and support
services). Doesnttcontain the authority to accept and use
gifts.
'
oj
Administrative Provisions,§205. Similar to ~e Administration's
proposal (setting forth ,provisions on meetings, quorum, voting,
and public access). However, requires the GP to operate by,
consensus in reaching final decisions (and requires, if voting is
'necessary, that final decisions be made by 3/4 of those present
and v o t i n g ) . '
,
Director and Staff; Experts and Consultants. §206. Provides for
the appointment,and pay of a Director and staff, and the hiring
of experts and consultants, and the detailing of Federal
personnel.
I
, I
Early Childhood Assessment,' §207. Requires the GP'to support and
report on the work of its Resources and Technical Planning Groups
on School Readiness (RTPG) to improve methods of assessing
readiness that would lead to alternatives to currently used early
childhood assessments. Require's the RTPG to undertake certain
activities (including developing a model of elements that address
early childhood development needs).
Part B -'National Education Standards and Improvement Council
Purpose. §211. Very similar to the Administration's proposed
purposes. States that State content, performance, and OTL can be
certified if they are comparable or higher in rigor and quality
to certified national standards. states that state assessments
can be certified if they are aligned with and support certified
state content standards and are valid, reliable,' and consistent
(doesn't use term "fair") with relevant, nationally recognized
,professional and technical standards ~or assessments.
,
,
Establishment. §212(al. Establishes the National Education
standards and Improvement Council (NESIC)in the Executive
Branch.
I,
Composition. §212(b). Requires 19 members, appointed by
President. Requires 1 member to be a representative of postsec
ondary institutions, 1 from organized labor, and 1 from business
who is also ~ member of the National Skill Standards Board.
Seven members are to be appointed from nominations by the
Secretary (2 professional educators; 2 from the public; 2 from
education experts; and 1 from business ,.labor, or higher
education). A total of twelve members (1 from each of the
qualification categories) are to be appointed from nominations by
the Speaker of the House, the majority leader of the Senate, and
,3
I
. i
,
�the GP.
Qualifications, §212(c). provides a list of groups from which
NESIC members must come: professional educators; representatives
of business, industry, and post-secondary educational institu
tions; the public; and education experts.
Requires the Secretary to nominate 21 individuals (3 professional
educators;. 6 from the public; 6 from education experts; and 6
from business, labor, or higher education); the Speaker to
nominate' 12 individuals (3 from each of the qualification
categories); the majority leader of the Senate to nominate 12
individuals (3 from each of the qualification categories); and
the GP to nominate 12 individuals (3 from each of the
qualification categories).
Not less that 1/3 of those nominated and appoint.ed must have
expertise or background in the educatio~al needs of children from
low-income families, from minority backgrounds, limited English
proficiency, or have disabilities. To the extent feasible: (1)
NESIC membership is to reflect U.S. geographic, racial, ethical,
gender, and disability diversity; and (2) nominations and
appointments are to be divided equally between the two major
political parties.
Terms, §212(dl. Establishes 3 year terms and prohibits more than
2 consecutive terms. Requires the Secretary, by lot, to
establish the initial rotation so that terms are staggered.
Date of Appointment. §212(e}.
within 120 days of enactment.
Requires appointment of members
Initiation. §212(f). Requires NESIC duties to be carried out
after all 19 members appointed.
Retention, §212(g). Requires members to attend at least 2/3 of
the scheduled meetings per year to keep their appointment.
Vacancy, §212 (h) •
Provides for' filling vacancies'.
compensation, §212(il. Authorizes compensation, not to exceed
GS-15 level, for members who are not full time Federal employees.
I
I.
I
Conflict of Interest, §212(jl. Prohibits: (1) a NESIC member
from concurrently serving on the GP; '(2) a NESIC member from
participating in NESIC consideration of theirown.State's
standards and assessments.
Requires the officer responsible for granting waivers under
§208(b) (3) of the Ethics in Government Act to submit to the
Senate and House education .committees a copy of the waiver.
Requires NESIC to develop, and submit to the Senate and House
4
�!
,
education committees, procedures for dealing with participation·
in matters that affects the members' financial interest.
I
,
Travel, §212(k).
Provides for travel expenses.
Officers.§212(1), Pr9vides that officers shall be selected by
and from members for 1 year terms.
Duties. §213. Voluntary National Content Standards. §213(a).
Requires NESIC to identify and certify voluntary natio~al content
and student performance standards and submit such certified
·standards to the· GP for review, with GP having the option of
disapproving them by a 2/3 vote of the.. full membership within 90
days.
Requires NESIC to identify and develop criteria for certifying
voluntary nat.ional content and student performance standards and,
before 'applying them, submit such criteria to the GP for review,
with GP having the option of disapproving them by a 2/3 vote of
the full membership within 90 days. Requires the criteria to .
address 'certain factors.
Requires NESIC, in developing criteria, to work with other
appropriate entities. Requires NESIC to develop a process for
periodically reviewing certified content, p~rformance, and OTL
standards.
Voluntary State Content Standards. §213(b),
Requires NESIC to
certify state content and student performance standards, volun
tarily presented by a state or group of States, if they are
comparable or higher in rigor apd quality to NESIC certified
national content and performance standards.
Voluntary National OTL Standards. §213(c). Requires NESIC to
certify voluntary national OTL standards and forward such
certified standards to the GP for review, with GP.having the
option .of disapproving them by a 2/3 vote of the full membership
within 90 days. Authorizes NESIC to consider proposals from
groups than those receiving OTL Development Grants (§219)~
Requires certified OTL standards to address certain elements.
These elements are similar to those proposed by the Administra
tion, except elements on the extent to which school facilities
provide a safe and secure environment and have requisite
resources and the extent to which schools utilize policies,
cur~icula, and practices ensuring nondiscrimination based on
gender. Also, requires such standards to address the capability
-of teachers to meet the diverse learning needs in each content
area for all students.
Requires NESIC to identify what 90untries with rigorous content
standards do and develop criteria ~or certifying national and
5
�state'OTL standards. Requires NESICi before using such criteria,
to forward them ,to GP for review, with GP haVing the option of
disapproving them by a 2/3 vote of the full membership within 90
. days.
'Requires NESIC to'assist in developing, national OTL standards by
consortia receiving OTL Development Grants (§219) by: (1) recom
mending pr~orities and selection criteria for the OTL Development
GrantProgrami and (2) coordinating with such consortia.
voluntary state OTL standards, §213(d), . Authorizes NESIC to
certify state OTL standards, presented voluntarily, using the
criteria developed, if such standards are comparable or higher in
.rigor and quality to the nat~onal OTL standards.
General, §213(el. Authorizes NESIC to certify national content,
performance, and OTL standards if they are sufficiently general
to be used by any state without restricting state and local
control of curriculum and prerogatives regarding instructional
methods to be used.
state assessments. §213(f). AuthorizesNESIC, using national
assessmentcriteria~ to certify ,state assessments for periods not
to exceed 5 years, if the state assessments are aligned with cer
tified state content standards. Provides a list of purposes for
which state assessments are certified. Authorizes certification
only if: (1) state can demonstrate that,all students have been
prepared in th~ content; (2) assessments won't be used for
certain high-stakes purposes for 5 years from Act's enactment;
{3) state submits description of assessment·s purposes, methodo
logies, test instruments, measures used to evaluate student per
formance, and evidence of validity, alignment with state content
standards,. and consistency with national professional and techni
cal standards; and (4) 'such assessments include all students. .
Requires NESIC, at state's request, to revie~ and give guidance
prior to state's supmission.
'
Requires NESIC to develop and, no sooner than 3 nor later than 4
years after enactment, use criteria for certification ,of state
assessments. Requires NESIC to forward criteria to GP for review
. before using them, with the .GP having the option of disapproving
them by a 2/3 vote of ,the full membership within 90 days.
R~quires such criteria to address th~ extent to which state
assessments are: (1) aligned with a state's or group of states'
certified content standards; and (2) used for the purpose for
which they are valid, reliable, and free of discrimination and
consistent with. national professional and technical standards.
Requires NESIC, prior to certifying criteria, to seek public
comment.
Requires NESICin
det~rmining
assessment criteria. to: (1)
6
�,
l~
consider standards and criteria developed by others and recent
research; (2) recommend needed research:' (3) encourage develop
ment and field testing; and (4) provide a public forum for debate
and consensus building.
Performance of Duties. §213(g>. Requires NESIC to: (1) provide a
process of broad public input in developing criteria for stan
dards and assessments; (2) work with other Federal and non
Federal agencies working on standards and assessments (and may
establish panels); (3) establish cooperative agreements with the
National Skill Standard Boards: (4) recommend studies to the Sec
retary; (5) 'inform the public; (6) reqularly review and update
criteria for national standards and assessments; and (7) periodi::',:
'cally recertify national standards ana state assessments.
Special Rules, §213(hl. Provides that: (1) no state shall be
required to obtain certification of standards or assessments, or
to participate in Title Ill's grant program" as a condition for
,participating in any Federal program; and (2) nothing in the Act
is to be construed to create a legally enforceable right for any ,
person against a State, LEA, school, based on a NESIC certified
standard, assessment, or criteria~
Annual Reports. §214. Require NESIC to report annually to
President, Secretary, appropriate committees of Congress,
Governors, and GP on its work.
,
Powers of the Council. §215. Similar to the Administration's
proposal (provides for hearings; information gathering; use of
postal services, gifts, facilities and services: 'and
administrative and support services). Doesn't contain the
, authority to accept and use gifts.
Publication for Public Comment, §216. Requires NESIC to transmit
proposed national content, student performance, and OTL standards'
and the proposed certifying criteria 'for such national and State
standards to the Secretary for'publication in the Federal
Register.
,
)
Administrative provisions. §217. Very similar to the Administra
tion'sproposal (setting forth provisions on meetings, quorum,
voting, and public access).
Director and Staff; Experts and Consultants, §218.,Provides for
the appointment and pay of a Director and staff, and the hiring
of experts and consultants,and the detailing of Federal
personnel.
Opportunity to Learn Development Grants. '§219. Authorizes the
Secretary to award grants to consortia of individuals and organi
zations to develop national OTL', standards and' a list of model'
programs. To the extent possible, requires a consortium to
7
�include certain categories of individuals. Requires a consortium
to provide for more that one draft of the OTL standards. Requires
that: (1) 1/3 of the members of a consortium be individuals with
expertise or background in the educational needs and ~ssessments
of low-income, minority, LEP, or disabled children; and (2) a
consortium reflect u.s. geographic, racial, ethnic; and gender
.diversity.· Requires a consortium to submit a report to the
Secretary.
Assessment development and evaluation grants, §220. Authorizes
grants to SEAs, LEAs, or consortia of such agencies to help with
the.cost of developing, field testing, and evaluating S t a t e _
assessments. Requires the Secretary to reserve a portion of this.
program's appropriations for grants to SEAs and LEAs for develop
ing assessments in languages other .than English and for disabled
stUdents. Requires recipi~nts to examine the validity, reliabil
itY'of the State assessment; ensure consistency with relevant,
nationally recognized professional and technical. standards; and
pay special attention to how State assessment treats all
stUdents. Restates the 5-ye'ar prohibition on high-stakes State
assessments.
.
Evaluation. §221. Requires the Secretary, from Title Ill's
reservation of funds for leadership and peer'review activities,
to make a grant, not to exceed $500,000, to either the National
Academy of Sciences or the National Academy of Education to
evaluate and report, by January 1, 1998, on specified work of the
GP and NESIC.
Part C - Leadership in Educational Technology
Purpose, §231.
Sets out
th~
purposes of the part.
Federal Leadership. §232. Requires the Secretary, in consulta
tionwith Federal, state, local, arid private entities, to develop
and publish, within 12 months, a national long range technology
plan (with certain content requirements) to promote the use of
technology in education. Also requires the Secretary to provide
assistance to states to plan effectively for the use of techno
logy in schools in accordance with §317 (state planning grants).
Office of Educational Technology. §233. Amends the Department of
Education Organization Act to establish an Office of Education
Technology, with a Director who reports directly to the Secre
tary. Requires the Director to review all ED programs and train
ing functions to promote increase use of technology and review .
relevant programs to coordinate with the national technology
plan.
.
Uses of Funds. §234. Requires the Secretary to use funds appro
priated pursuant to §241(d) (the authorization for the Assessment
Development and Evaluation Grants under §219) for activities un
8
�-,
.der this part. Provides anon-exclusive list of such activities
(including technical assistance, consultation, R&D, development
and evaluation of software and model strategies, conferences,
dissemiriation activities, and abienrtialassessment"on uses of
education technology in elementary and secondary education).
Non-Federal Share, §234. Authorizes the Secretary to require
grantees.and contractees under this part to share the cost of the
grant or contract (up to sot), in cash or in-kind contributions.
Office of Training Technology Transfer, §236. Transfers and
establishes the Qffice of Training Technology in the Office of
E~ucational Technology.
Pa~
D-
Au~horization
of Appropriations
National Education Goals Panel, §221(a). Authorizes $3 million
for FY 94, and such sums for each of 4 succeeding FYs to carry
out Part A.
.
" Nation Education Standards and" Improvement Council, §221 (b)".
Authorizes $3 million for FY 94, and such sums·for each of 4
succeeding FYs to carry out Part B.
I
! .
opportunity-to-Learn Development Grant, §221(c). Authorizes $2
million for FY 94, and such sums for FY 95 to carry out §219.
Assessment Development and Evaluation Grants, §221(d).
Authorizes $5 million for FY 94, and such sums for each of 4
succeedingFYs to carry out §220.
I
\~
I·
9
�I
~--l
I" i'
i
i
, L.
:I
(i()als 2000: Educate America Act
Legislative Summary .
Overview'
The Goals 2000 Act, signed into law March 31, 1994, provides resources to states
and communities as they work to improve student academic achievement. States and
communities are using Goals 2000 funds to provide quality teacher training, expand "
the use of computers in classrooms, raise academic standards, and increase parental
and community involvement in,education.
.
.
Components of the "Goals 2000: Educate America Act"
I
,i
Title I: ,The National Education' Goals
I'
This title formalizes in law the original six National Education Goals. Th~se goals
concern: reac;liness for school; increased .school graduation rates; student academic "
achievement and citizenship; mathematics and science performance; adult literacy; and
safe, disciplined, and drug":free schools. The Act adds two new goals that encourage
parental participation and improved professional development for teachers.
These goals are symbolic expressions of what the President, the nation's Governors,
and now the U;,S. Congress, hope we will accomplish as a nation by the year 2000.
Some states and communities have adopted the original goals, others have adapted
them to their own circumstances., Neither the Goals 2000 Act nor any other federal
legislation requires states to adopt or implement the Nationai Education' Goals as a
condition of receiving fedeiaI funding. '
,
•
!
•
•
i
The National Education Goals are not mandates, ,and there are no enforcement or
compliance monitoring mechanisms written into law. ,
I
Title ll: National Education Refonn Leadership, Standards, and
Assessments
.
'J,
,
•
Establishes in law the bipartisan National Education Goals Panel, which was
originally created by President Bush and the nation's governors in 1990'to monitor the
nation's progress toward the National Education Goals. The Goals Pane" is ,
comprised of eight Governors, four state legislators, four members of Congress', the
Secretary of Education and the President's,Domestic Policy Advisor.
.
•
Creates the National Educa~ion Standards and Improvement Council, made up of a
bipartisan, broad base of citizens, employees, and educators, to examine and certify
voluntary national and state standards submitted on' a voluntary basis by states and by
organizations working on particular academic subjects.
�(NOTE: Despite, the carefully delineated authority provided to NESIC under the
Goals' 2000 Act, concerns' have been rrused about any certification of standards.
Upon recommendation of the National Education Goals Panel on January 28, 1995,
the Secretary of Education has asked the President not to appoint NESIC. Legislation
has passed in the House and is pending'in the Senate to eliminate NESIC.) .
• ,
Authorizes grants to support the development ofvoltintary' student assessment systems
aligned to state standards, and for the development of model opportunity-to-learn
standards. Funds have not been avrulable for the development of model 'opportunity
to-learn standards. Nine assessment grants have been awarded to a total of twenty
.' five states to develop or field test new student' assessment systems aligned to high
. standards.
'
Titl~
m: State and Local Education Improvement'
i,
For first-year funding, states submitted a brief application that described how a broad-based
citizen panel will develop a plan to improve schools; or that 'a state would use a plan it has
already developed. The application also described h()w subgrants were to be made for local
educatioft improvement and better teacher preservice and professional development.
Broad-Based Citizen Involvement in State Improvement EffoIts
,
I
I
•
The Governor and' the Chief State School Officer each appoint half th~ members of a
broad-based school improvement panel. This panel,is comprised of teachers, .
../
principals, administrators, parents, representatives of business, labor, and 'higher,
education, and members of the public, as well as the .chair of the state board Of
education and the chrursof the appropriate' authorizing committees of the state,
legislature.
•
I,
States that already have a broad-based panel in place that has made substantial progress
in developing a education improvement,phin may request ,that the Secretary of
Education recognize the. existing panel.
.
Comprehensive Irl)prOVement Plan Geared to High Standards of Achievement
•
I
I
I
I
I
I
I
I
The State ,Planning Panel.is responsible for (,leveloping a comprehensive reform plan;
The plan must be approved by the state, education agency and be con'sistent with state'
. law.
•
States with improvement plans already in place will not have to develop new plans for
Goals 2000. The U.S. Secretary of Education may ,approve 'plans, or portions of plans,
already adopted by the state~ To date, six states have 'submitted preexisting plans:
Kentucky, Massachusetts, Ohio, utah, Michigan, and Oregon.' All these plans' have
, been approved.
2
�•
In order to rec~ive Goals 2000 funds after the first year, states submit their school
improvement plan or an application that indicates they have made substantial progress
in its plan development.
•
A peer review panel.is brought together to review the state improvement plans. This
panel, comprised of non-federal educators, employers, parents, arid state and .local
officials, offers.guidance to states and recommends to the Secretary of Education
. whether the education improvement plan should be approved.
•
. The purpose of reviewing and approving state education reform plans is to ensure 'that
'federal funds are invested only in state education reforms with a reasonable chance of
success.
•
As of November 14, 1995, fourteen states have submitted and had their education
'improvement plans approved. No state has had their plan rejected, nor has any state
been required to modify its plan.
,.
In general, the plans address:
•
Strategies for the development or adoption of student academic standards, assessments,
and plans for improving teacher training.
•
Strategies to involve parents and the community in helping all students meet
challenging state standards and to promote grass-roots, bottom-up involvement in
education.
"
•
Strategies for ensuring that all local educational agencies and schools in the state .are
involved in developing and implementing needed improveme!1ts.
•
Strategies for imprOVed management and governance, and for promoting accountability
for results, flexibility, site-based management, and other principles of high-performance
. management.
•
Strategies·for providing all students an opportunity to learn at higher academ~c levels.
While these strategies have to be outlined in the plan, the implementation of the
'
. strategies is voluntary.
•
Strategies for assisting local educational agencies and schools to meet the needs of school
age students who have dropped out of school.
•
Strategies for bringing technology into the classroom to increase learning.
Funds ,are also available, to states to support the development of a state technology plan, to be
integrated with the overall reform plan.
3
�..,
Broad-Bas~
Involvement in Local Education Improvement Efforts
.
• ,Each local school district, that applies to the state for Goals 2000 funds, will be asked
to develop, a broad consensus regarding; a local improvement plan.
•
Local districts encourage and assist schools in developing and implementing
improvements that best meet the particular needs of the schools. The local plan would
include strategies for ensuring that students meet higher academic standards.
•
All of these strategies focus on improving student achievement. Decisions such as
those regarding the content of curriculum; assessments, and if social services will be
provided students, remain local decisions. Section 318 of the Act specifically prohibits
federal mandates, direction and control of education.
Waivers and Flexibility
•
•
States with approved Goals 2000 plans may request from the Secretary of Education
, waivers of statutory and regulatory requirements in most other federal education
programs, if these requirements interfere with implementation of the state's approach to
education improvement. Local school districts and indiVidual schools working on
education improvement may similarly request, through their state, waivers, regardless
, of whether they receive Goals 2000 funds.
.
'
.
Certain requirements, such as the allocation of funds to school districts, and certain
laws, such as civil rights and speCial education laws, may not be waived. .
• ' Up to six states will participate in the "Ed-Flex Demonstration Program," in which the
Secretary, of Education delegates his waiver authority to the state education agency .•
This permits state officials to waive federal requirements for local school districts and ,
schools if they impede,education reform e~forts.
, '.
•
•
To date, Oregon, Massachusetts~ . Kansas, and Ohio have been selected as. Ed Flex
,
states.
'
. Prior 'to the 'enactment of Goals 2000, no U.S. Secretary of Education had the authority
to waive any statutory or regulatory requirements for any reason.
Timetable and Funding
.
"
In 1994, $105 million was appropriated for Goals 2000 .. Congress appropriated $372
million for 1995. The Senate Appropriations COmmittee has proposed $310 million for
. 1996 while the House of Representatives eliminated funding for Goals 2000. The
President has stated that he will veto any bill that substantially reduces funding' for
education.
4
�Goals 2000 funds are available to' states on a formula basis. Attached, is .a chart with
'
,the state funding levels for 1994 and 1995.
-
.
. '
,
Duringthe.first year'ofparticipation,at.least 60 percent of each state's funds were
. awarded to local sch901 districts. Seventy-five percent of those funds went dire<;tly to "
,schools.
'
During. years' 2-5, at least 90 percent of each state's funds willbe awarded to school'
districts. At least 85 percent of those funds are awarded to schools.
."
..
',
, Title IV. Parental Assistance
•
This title creates parental information and resource centers t6 increase parents'
.knowledge about child-rearing and to strengthen partnerships between parents and
educators in meeting the educational needs ofc~iidren.
'
.
Local non-profit agencies serving parents are eligible to receive funds to establish
parent resource ,centers. These grants are ,awarded independent of state parti~ipation in
Title III of Goals20Q0. Agencies in states notparti,cipating in Goals 2000 can and
'have receivM grants under this title. Their actiyities are not 'necessarily related to the
state's Goals 2000 activities..
.
,
.
,
•
'
.
• 'Twenty-eight parent resource centers' haye beenfurided by the U.S. Department of
., Education in 1995 .
'
'
Title V. National Skill Standards Board
•
This title creates a' National Skill'Standards Board to support the developm~nt and
adoption of voluntary occup'atio'rial ,skill standards and certification. The Board is
responsible for identifying major 'occupations in theU.S. to facilitate,voluntary
partnerships to develop'skill standards for each occupation. The Board will.endorse
those skill staildards submHted by the partnerships that meet ~ertain criteria.
,
,
'
Other . .
Provisions Contained in..PL 103-227, -but not related .to Goals 2000
'
.
.
.
, Title VI. International Education Program
•
This title authorizes international exchange activities designed to promote democracy
and 'free market economies. Through grants or contracts award~ by, the Secretary,
, curricula and' teacher :training programs in civics and economics developed in the,
United States are made available to'eligible countries in Central and Eastern Europe
and the former Soviet Union. Two grants were awarded in 1995, one, focusing 9n:
civics education, :the other on economics education~ , ,
)
�Title
vm.
MiI.1ority-rocused Civics Education
• . This title authorizes the award of grants for seminars in American government and
civics for elementary and secondary school teachers and other educators who work with
minority and Native American students. The program is to consist of summer institutes
followed byinservice training programs during the academic year. No funds have'
been available for this title.
Title IX. Educational Research and Improvement
•
This title, the "Educational Research, Development, Dissemination, and Improvement
Act," reauthorizes' the Department's research and dissemination ·unit. It establishes five'
research institutes, an office for reform assistance, the National Library of Education, a
research policies and priorities board, and administrative structures to support them.
This title does not directly relate to Goals 2000.
Title X.
•
Miscellaneous
. Sections in this title include authorization for a study on how well stud~nts with
disabilities are represented in school improvement efforts funded under Goals 2000.
The title also contains other provisions unrelated to Goals 2000.
11/14/95,
6
�':j,
--.t'
GOALS 2000 - TITLE III
1994 and 1995 Allocations; 1996 Request
STATE
TOTAL (52 STATES)
ALABAMA
ALASKA
ARIZONA
ARKANSAS
CALIFORNIA
COLORADO
CONNECTICUT
DELAWARE
FLORIDA
GEORGIA
HAWAII
IDAHO
ILLINOIS
INDIANA
IOWA
KANSAS
KENTUCKY
LOUISIANA
MAINE
MARYLAND
MASSACHUSETTS
MICHIGAN
MINNESOTA
MISSISSIPPI
MISSOURI
MONTANA
NEBRASKA
NEVADA
NEW.HAMPSHIRE
NEW.JERSEY
NEWMEXICO
NEWYORK
NORTH.CAROLI NA
NORTH. DAKOTA
OHIO
OKLAHOMA
OREGON
.PENNSYLVANIA
RHODE.ISLAND
, SOUTH.CAROLINA
SOUTH.DAKOTA
TENNESSEE
TEXAS
UTAH
VERMONT
VIRGINIA
WASHINGTON
WESTVIRGINIA
WISCONSIN
WYOMING
DISTRICT. OF, COLUMBIA
PUERTO,RICO
October 13, '1995
FY 1994
Revised Allocation
, (Without NH and VA)
FY 1995
Allocation
(Post·Rescisslon)
FY 1996
President's
Budget
91,480,000
358,251,300
686,200,000
' 1,601,966
459,903
1,362,358
991,579
10,524,929
1,085,028
,960,721
405,701
4,026,309
, 2,360,625 '
417,148
457,565
4,142,656
1,734,498
886,746
864,615
1,477,200
.2,066,082
505,866
1,448,309
1,881,814
3,626,515
1,387,624
1,359,516
1,691,269
449,712
567,422
410,095
0
,2,447,997
741,603
, 7,173,261
2,062,239
' 406,274
3,715,308
1,153,998
1,046,640
4,074,763.
442,261
1,274,631
426.975
1,677,460 ,
7,293,999
709,092
406,722
0
1,581,128
778;396
1,682,771
370,124
476,600
2,383.988
' $5,941,766
1,547,345
5,450,582
.3,650,495
42,111,705
4,288,514
3,460,756
1,291,544
15,861,034
8,959,402
1,381:641
1,568,397
15,992,571
' 6,557,145
3,219,618
3,193,916
5,775,274
'7,968,128 '
1,647,540
5,379,938
6,990,859
14,371,488
5,377,078 '
5,094,972
6,525,935
1,560,150
1,986,104
1,419,052
1,290,294
8,792,536
, 2,782,261
27,112,295
7,745,087
1,340,576
14,833,684
4,396,613
4,012,392
15,529,194
1,480,004.
4,710,359
1,412,549
6,387,802
29,228,278
2,587.039
,1,272.847
6.658,924
6,328,974
2,799,259
6,582.097
1,262,907
, 1,523,409
9.608,968
$11,572,558
3,130,816
10,277,500
7,023,053
80,142,675
7,991,435
6,410,202
2,508,160
29,959,463
17,343,379
2,663,114
3,010,795
30,427,858
12,806,626 _,
6,279,586
6,292;585 ' ,
11,305,908
15,587,462
3,135,968
10,212,398
,12,799,068
27,809,890
,10,357,667
9,949,662
12,494,789
2,964,944
3,699,538
2,656,339
2,512,007 .
16,120,432
5,334,775
52,006,386
14,818,939
2,574,879
. 29,085,459
8,526,264
7,750,101
29,487,680
'2,778,682
9,201,687
2,675.165
12,221,909
55,523,058
-4,993,422
2,505,857
12.609.058
12,386,966
5,671,958
. 12,878,364
2,501,972
2,730,354
18,491,188
�GOALS 2000: EDUCATE AMERICA ACT
SEC. 318 PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND
CONTROL.
Nothing in this Act shall be construed to authorize an officer or employee o/the Federal
Government to mandate, direct, or control a State, local educational agency, or school's
curriculum, program o/instruction, or allocation o/State or localresources or mandate a State
or any subdivision thereo/to spend any funds or incur any costs not paid/or under this Act.
�SOME GOOD TIDNGS ABOUT GOALS 2000
•
Waive'rs: It allows the Secretary to waive statutory and regulatory requirements of other
federal education programs, if they interfere ~th state or local reforms.
•
Ed-Flex: This is a demonstration program, open to 6 states, through which the Secretary
delegates his waiver authority to the state education agency. This enables the state to
waive federal requirements if they interfere with local or state reforms, without approval
from Washington. Oregon, Massachuestts, Ohio, and Kansas have already been approved
as Ed-Flex states. On Jan. 29, Texas will be announced as the 5th Ed-Flex state.
•
Charter Schools: Goals 2000 funds can be used to support charter schools (and
contracting with private management firms). Massachusetts, Michigan and Minnesota
are using Goals 2000 funds to support the start-up of charter schools.
•
Challenging Academic Standards: Goals 2000 supports efforts at the state and local
level to establish challenging academic standards; these standards are determined by
states or local communities, they are not federal or federally-approved stanards.
•
Parent Involvement: A significant number of states and local school districts are using
their Goals 2000 funds to promote increased parental involvement in learning, through
such approaches as family learning nights, homework hotlines, loaning parents portable
computers to use at home, etc.
•
Technology: A singificant number of states and local school districts are using Goals
2000 funds to promote the use of technology in schools, as part of more comprehensive
education reforms. Many of these efforts involve either providing training for teachers,
or using technology to increase parental involvement.
�GOALS 2000: EDUCATE AMERICA ACT
SEC. 318 PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND
CONTROL.
Nothing in this Act shall be construed to authorize an officer or employee ofthe Federal
Government to mandate, direct, or control a State, local educational agency, or school's
curriculum, program ofinstruction, or allocation ofState or local resources or mandate a State
or any subdivision thereofto spend any funds or incur any costs not paidfor under this Act.
�SOME GOOD THINGS ABOUT GOALS 2000
•
Waivers: It allows the Secretary to waive statutory and regulatory requirements of other
federal education programs, if they interfere with state or local reforms.
•
Ed-Flex: This is a demonstration program, open to 6 states, through which the Secretary
-delegates his waiver authority to the state education agency. This enables the state to
waive federal requirements if they interfere with local or state reforms, without approval
from Washington. Oregon, Massachuestts, Ohio, and Kansas have already been approved
as Ed-Flex states. On Jan. 29, Texas will be announced as the 5th Ed-Flex state.
•
Charter Schools: Goals 2000 funds can be used to suppo,rt charter schools (and
contracting with private management firms). Massachusetts, Michigan and Minnesota
are using Goals 2000 funds to support the start-up of charter schools.
•
Challenging Academic Standards: Goals 2000 supports efforts at the state and local.
level to establish challenging academic standards; these standards are determined by
states or local cOInmunities, they are not federal or federally-approved stanards.
•
Parent Involvement: A significant number of states and local school districts are using
their Goals 2000 funds to promote increased parental involvement in learning, through
such approaches as family learning nights, homework hotlines, loaning parents portable
computers to use at home, etc.
•
Technology: A singificant number of states and local school districts are using Goals
2000 funds to promote the use of technology in schools, as part of more comprehensive
education reforms. Many of these efforts involve either providing training for teachers,
or using technology to increase parental involvement.
�GOALS 2000: EDUCATE AMERICA ACT
SEC. 318 PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND
CONTROL.
Nothing in this Act shall be construed to authorize an officer or employee ofthe Federal
Government to mandate, direct, or control a State, local educational agency, or school's
curriculum, program ofinstruction, or allocation ofState or local resources or mandate a State
or any subdivision thereofto spend any fonds or inc1!r any costs not paidfor under this Act.
�SOME GOOD THINGS ABOUT GOALS 2000
•
Waivers: It allows the Secretary to waive statutory and regulatory requirements of other
federal education programs, if they interfere with state or local reforms.
•
Ed~Flex:
This is a demonstration program, open to 6 states, through which the Secretary
delegates his waiver authority to the state education agency. This enables the state to
waive federal requirements if they interfere with local or state reforms, without approval
from Washington. Oregon, Massachuestts, Ohio, and Kansas have already been approved
as Ed-Flex states. On Jan. 29, Texas will be announced as the 5th Ed-Flex state.
•
Charter Schools: Goals 2000 funds can be used to support charter schools (and
contracting with private management firms). Massachusetts, Michigan and Minnesota
are using Goals 2000 funds to support the start-up of charter schools.
•
Challenf:inf: Academic Standards: Goals 2000 supports efforts at the state and local
level to establish challenging academic standards; these standards are determined by
states or local communities, they are not federal or federally-approved stanards.
•
Parent Involvement: A significant number of states and. local school districts are using
their Goals 2000 funds to promote increased parental involvement in learning, through
such approaches as family learning nights, homework hotlines, loaning parents portable
computers to use at home, etc;
•
Technolo{O': A singificant number of states and local school districts are using Goals
2000 funds to promote the use oftechnology in schools, as part of more comprehensive
education reforms. Many of these efforts involve either providing training for teachers,
or using technology to increase parental involvement.
�Draft
Dear Secretary Riley:
( I was pleased to learn of your decision today to designate Texas as an Ed-Flex state under
the Goals 2000 Act. This step lends support to my efforts in Texas to improve our schools by
cutting regulations, reducing bureaucracy and empowering local schools.
Our Academics 2000 program in Texas, the centerpiece of our education reforms, is
aimed at improving reading in the early grades. I am convinced that we can give our children a
better future if we help them to master reading, the most basic skill, by the time they reach 4th
grade.
.
/
Goals 2000 is helping us to this, by providing the funds and the flexibility to support our
own education reform strategy. I appreciate your efforts to improved education throughout the
country, and your support of my efforts to do the same in Texas ..
�Draft
1126
Talking Points for Mike Cohen
Texas Ed-Flex Announcement
•
On behalf of Secretary of Education Richard Riley, I am pleased to announce today that
Texas has been selected as one of6 states to be designated as an "Ed-Flex" state. This
historic demonstration program, part of the Goals 2000 program, will allow the Texas
Commissioner of Education to waive statutory and regulatory requirements in many
federal education programs, if these requirements interfere with the way anindividual
school, school district, or the entire state, is trying to improve teaching and learning.
These waivers can be given without seeking approval of any federal officials in
Washington. The power to wave these federal requirements will reside here in Austin.
•
Ed-Flex will lend support to the effort Texas has initiated to cut regulation, reduce
bureaucracy and empower individual schools through S.B. 1, the landmark education
reform legislation enacted with bipartisan support as a result of Gov. Bush's leadership.
•
Both Goals 2000 and S.B. 1 share a common vision--empowering people at the grass
roots level to improve their own schools through higher academic standards, greater
flexibility for schools, and accountability for results. Removing regulations that are
roadblocks to reform is an important step to realizing this vision ..
•
The impetus for Ed-Flex, and for other steps to provide greater flexibility in federal
education programs, can be tied directly back to the 1989 Charlottesville Education
Summit between then-President George Bush and the nation's governors. At that
Summit the Administration and the governors agreed, on a bipartisan basis, to work with
the Congress to provide the Secretary of Education with the authority to waive federal
rules and regulations if they interfered with state education reforms.
•
It took a long time, and a lot of hard work by two Administrations and by governors and
members of Congress in both parties, to secure this flexibility. This kind of bipartisan
effort, at the state and the federal level, is essential if we are to provide the longterm
leadership and support necessary to improve our schools.
•
In light of the initial impetus provided by President Bush, and in light of the
leadership Governor Bush has provided here in Texas, it seems particularly fitting to
award this Ed-Flex partnership to Gov. Bush, and I am proud to be part of this.
�Goals 2000: Educate America Act
TitleDI -- State and Local
Education· Systemic Ilnprovement
(As Amended by the Improving America's
.
. . Schools Act of 1994 and the
Omnibus Consolidated Rescissions and
Appropriations Act of 1996)
�TITLE lll-STATE AND LOCAL
EDUCATION SYSTEMIC IMPROVEl'dENT
SEC. 301. FINDINGS.
TM Congress finds th4t~
(1) all students can learn and achieue to high standards
and must realize tMir potential if tM United States is to pros
.
,
r(2) tM reforms in education from 1977 through 1992 h4ue
achieued some good results, but such reform efforts o/kn h4ue
bee~ limited to a few schools or to a single part of tM edu
cational system;
. . (3) leadership must come (rom teacMrs, rela.ted services
personnel, .principals, and parents in individual IIChoois, and
from poli.cyTTUlRerS at. tM local, State, tribal, and natiol'Ull·lev
els, in order for lo.sting improuements in student perfoimo.n.ce
. '
to occur;
(4) simultaneous top-down and bottom-up education reform
is necessary to spur creative and innovatiueapproacMs b;y indi
vidual schools to Mlp all students achieve interl'Ultiol'Ullly com
petitiue standards;
,
(5) strategies must be lkueloped b;y communities and States
to support tM revitalization of all local public schools b;y fun
damentally changing tM entire system of public education
through 'compreMnsiue, 'coMrent, and coordil'Ulted improuement
in orlkr to increase stulknt learning:
(6) parents, teacMrs, and otMr local educators, and busi
ness, community, and tribal leaders must be involued in devel·
oping systemwide improuement strategies th4t reflect tM needs
of their individual communities;
.
(7) State and local education improvement efforts must in·
.corporate strategies for providing all students and families with
coordinated access to appropriate social services, Malth care,
nutrition, and early childhood education, and child care to re
move 'preventable barriers to learning· and enh4nce school read·
'. '
iness for all stulknts;
.
(8) States and local educational agencies; working togetMr,
must immediately set about deueloping and implementing such
systemwide improuement strategies if our Nation is to educate
all children to meet tMir full potential and achieue the No.· .
.
tional Education Goals described in title I;
(9) State and lOcal systemic improuement strategies must
provide all stulknts with effectiue mechanisms and approprjate
.
paths to tM work force as well as to higMr education;
(10) businesses should be encouraged
(A) to enter into partnerships with schools;
(B) to provide information and gUidan.ceto schools
based on tM needs of area businesses for properly educated
graduates in general and on tM need for particular work·
.
place skills tllat tM schools rruzy provide;
. (C) to provide necessary education and training mate
~ls and support; and
..
(D) to continUe tM lifelong learning process throughout
the employment years of an individual;
~r
I
,
.
,
�(11) I/IIChools .hould provide information to businesses reo
garding how tM businus community can c.ssut schools in
meeting tM purposes ofthis Act;
.
(12) institutions of higMr education should been.couraged
to enter into partnerships. with schools to provide information
and guidance to schools on tM skills and knowledge graduates
need in order to enter and successfully complete postsecondo.ry
education, and schools should provide information and guid
ance to institutions of higMr education on the skills, knowledge,
and preservice training teacMrs need, and tM typu of profes
sional development educators need in order to meet tM pur
poses of this A c t ; ·
. .
.
(13) the appropriate and innovative use of technology, in
cluding distanCe learning, can be very effective in Mlping to
provide all students with .the opportunity to learn and ."..,.
high stando.rd.s;.
.
(14) Federal funds should be targeted to .upport State and
local initiatives, and, to leverage State and loCal resources for
designing and implementing systemwide education improve
mentp~~
.
.
(15) all students are entitled to participate in a broad and
challenging .curriculum and to Iulve .CJCCeS8 to resources ,uffi
dent to address other education needs; and
(16) quality education management services are being uti
lized by·local educational agencies and IJChools through contrac
tual agreements among local educational agenciu or IJChools
and businesses providing quality educa.tion management IJerv- .
ices.
SEC. lOt. PURPOSE.
(a) PURPOSE.-It is the purpose of this title to improve the qual
ity of education for all students by improving student .learning
through a long-term, broad·based effort to promote coMrent and co
ordinated improvements in 1M system of education throughout tM
Nation at the State and .local levels.
.
(b) CONGRESSIONAL INTENT.-This title provides new authori·
ties and funding for tM Nation's I/IIChool systems without replt:u:ing
or rer;lucing funding for ez:isting Federal education programs. It is
the intention of the Congress that no State or local educational
agency will reduc~ i~s funding for educatio!l o~ for education reform
on account of recewlng any funds under thUl title.
SEC. .JO.1. Aln'HORIZATlON OF APPROPRIATIONS.
TMre are authorized to be appropriated $400,OOO,()()() for the
fiscal year 1994, and such sums as may be necessary for each of the
fiscal years 1995 through 1998, to carry out this title.
SBC.·ItU. ALLOTMENT OF FUNDS.
(a) RESERVATIONS OF F'uNDs.--From funds appropriated under
section 303, the Secretary
(1) shall reserve a total of one percent to provide c.ssistance,
in amounts determined by tM Secretary
(AJ to tM outlying areas;
..
(B) to the secretary of tM Interior to benefit Indian
students in schools operated or funded by fM Bureau,' and
(C) to tM Alaska Federation of Natives in cooperation
with the Alaska Native Education Council to benefU Alaska
Native students; and
.
-
2
(
,
�a tot4l of net more than 5 percent for...;... .
(AJ nationaJ kc.dership activities under III!Ctions 313
end 314; end
'.
(B) the COBt8 0( peer review of St4te improvenunt plcn.s
end epplications uruUt this titl~.
.
.
. (b) STATE Al..LOTJLENTS.-From tM emount eppropriated under
section 303 and not reserwd UruUr subsection (c) in ecch fiscal yeer
the Secret4ry shall ma.le allotnunts to State educationaJ agencies cs
follows:
.
. .
(1) 50 percent of such emount shall be allocated in cccord
ence with the relative amounts ecch State would have received
under chapter 1 of titk I 0( the' El.enuntary end Secontlo.ry
Education Act of 1965 for t.he preceding fiaca.l yeer if funds
under such chapter in such preceding fisca.lyear were not re
served for the outlying eT"tOB.
.
(2) 50 percent of such emount shall be all«eted in cccord~
cince with the relative emounts ecch Stete would have received
under parl A of chapter 2 of title I of the Elenuntary and Sec
ondary Education Act of 1965,or the preceding fiscel year if
funds under such chapter in such preceding fisca.l yeer were not
'.
.
. reserved for the outlying areas. ' .
(c) REALLOTMENTS.-If the Secretary determina that. eny
amount of a State educationel agency's allotment for any fiscel year
. under subsection (b) will not be needed for such fiscal yeer by the
State,' the Secretary shall reallot suc.h amount to other State edu
catioriol agencies that need additional funds; in such manner as the
','
Secretary determines is appropriate.
(d) MAINTENANCE OF EFFORT.-Each recipient of funds under
this title, in utilizing the proceeds of an allotment received under
this title, shall maintain the expenditures of such recipient for the
activities assisted under this title at a level equcl to not less than
the level of such expenditures l'!Ulintained by such recipient for the
fiscal year preceding the fiscal year for which such cillotment is re
ceived, e%i:eptthat the Secretary may reduce, temporarily or permc'
nently, the level of expenditures required by this subsection if the
Secretary determines that such recipient has justifiable reasons for
a reduction in the level of experiditures required by this subsection.
(e) DIRECT GRANTS TO LocAL EDUCATIONAL AGENCIES.
'(1) IN GENERA.L.-Notwithstanding subsection (e), if a
State educationel 08ency was not participating in the program'
under this section as of October 20, 1995, and the State edu·
cational agency approves, the Secretery shall use all or a por·
lion of the allotment that the State would have received under
th4 section for e fiscal year to eward grants to local edu·
cational agencies in the State thet have approved. applications
under paragraph (2) for such fiscel year.
. (2) APPUCAT/ON.--Any local educat;onel agency that !ie·
sires to receive a grant under this subsection shell submit an
application to theSecN!tary that is consistent with the provi·
sions of this Act and shall notify the State educationel agency
of such application in accordance with paragraph (1). :The Sec·
retary may establish a deadline for the submission of such ap
'.
'.
.
plications.
(3) AWARD BAS/S.-The Secretary may use the student en·
rollment of a locel educationeltJ6ency or other factors as a
basis for awarding grants uruUr this subsection.
.
(2) may reserve
. -
3
•
I
�SEC. JOS, STATE APPUCA170NS.
(a) ,ApPUCATION.
(1) IN GENEFU.L.-Each State educational agenc;y that ck
.ires to receive an allotment .under this title shall Bubmit an ap
plication to tlu Secretary a.t such time and in Buch manner as
tlu Secretary may cktermine.
.
(2) ADDITIONAL INFORMATION.-In addition to tlu in(orma
tion ckscribed in subsections (b) and (c), each such application
shall include....
(A) an assurance that tlu State educational agenc;y, will
coopEra.te with tlu Secretary in carrying out tlu Secretary's
responsibilities unckr section 312, and wiU compl)' with
reasonable requests o( tlu Secretary (or data related to the
State's progress in ckveloping and implementing its State
improvement plan unckr this section 306;
.
(B) an assurance that State law provicks ackquote aU
thority to carry out tach component o( the State's improve
ment plan develOpEd, or to be ckvelopEd unckr section 306,
or that such authority will be sought;
(e) an assurance that tlu State content standards and
State student pErformance standarcU ckvelopEd (or stucknt
achievement are not kss rigorous than such standards used
prior to tlu date o( enactment o(this Act;
(1)) an assurance that the State will provick for broad
.
public participation i.n tlu planning process; and
rE) such otlur assurances and information as tlu Sec
retary may require.
(b) FIRST Yw,~ State educational agenc;y's application (or
the first year o( assistance unckr this title sho.ll
,
(1) describe tlu process by which tlu State educational
agency wiU ckvelop a State improvement plan that
tlu reo
quirements of section 306; and
.
(2) ckscribe how tlu State educational agenc;y will use
funds received under this title lor such year, including how
such agenc;y will make subgrants to local educational agencies
in accorcUJ.nce with section 309(0), and how such agenc;y· will
use funds received under this title (or education preseroict! pro·
grams and professional ckvelopment activities in occordt:J.nce
with section 309(b).
.
(c) SUBSEQUENT YEARS,-A State edl:lcational agenc;y's applica.
tion for t.he second ;year of assistance under this title ,hall.....
(1) cover the I1econd through fifth years of llu State's par'.
ticipation;
(2) ucept in tlu case of a State educational agenc:v
,ubmitting the information descriMd in flllCtion 306(n)(4),
.
inclUiU Cl copy of 1M Stau's improvement plDn that
mftts 1M requireIMnts 0( IW!CtionaD6,
1M StaU improw
IMnt plan i$ not compide, Cl .tatem..ent
1M IU.p~ 1M- St.a.te
wiU talt.e to compkte .iM pla,! and Cl flCM ule for doi"6 80;, and
(3) include an uplanation of how llu. State educatwnal
agenc;y will use funds received under this title, iracluding h,?w
such agenc;y wiU make subgrants to local educatwnal agenc~
in accorcUJ.nce with section 309(0), and. how .uch agenc;y will
use such funds received unckr this title for education preseroict!
programs and professional ckvelopmenl actil)ities in aixorcUJ.nce
.with section 309(b). _
.
met"
orl
- 4
�SEC. JtHi. STA.TE IMPRO"T.MENT PLANS.
(a) BASIC SCOPE OF PLAN.-Except as provided in section
305(c)(2) and consistent with the requirements of this section. any
State educational agency that wishes to receiue an aUotment u1'l.lkr
this title atter its first jear of participation shall deuelop and imple
'ment a. State improuement plCn for t.M improuement
elementary
.
lInd secondary education in the SI4U!..
(b) PLAN DEvELOPMENr.---A State improuemeni pum r.t1'l.lkr
this title .hall be deueloped by CI broad·based State paMI in co·
operation with the State educational agen.c, and the Gouernor.
or
(c) TEACHING, LEARNING, STANDARDs, .AND AssESSMENTS.
Each State educational agency, with broad·bC:sed ck1.ssroom teacher
input. shall establish and include in iU State improvement pum
strotepes for meeting t.M National Education Goals by improving
teaching and leariUng and students' mostery of basic and advanced
skills in core content areas. such as E11(lish, mathematit;s, lICience
(including physics), history, geography, foreign UJngucges, the arts.
civics and gouemment, and economics. Su.ch strategies
. (1) shaU include- .
.
'.
(AJ a process for deueloping or adopting State content
standartU and State student performance standartU lor all
students. which process shall include coordinating the
standards deueloped pursuant to' section 115 of the Carl D.
Perkins Vocational and Applied Technology Education Act;
(B) a process for deueloping and implementing valid,
. nondiscriminatory. and reliable State assessments
(i) which assessments shall-'
.
be aligned with su.ch State's COllUm stand·
ards;
'.
al) in.volue multiple measures of studeiu per
formance;
.
all) provide for
(all) tke participation in su.ch assessments'
of all students with diuerse learning needs;
and
.
(bb) the adaptations and acCommodations .
.
necessary to permit su.ch participation..;
(lV) be consistent with relevant, n.ationally rec·
ognized professional and technical standartU for
such G8Sessments;
(V) be capable of providing coherent informa
tion about student attainments reUJtiue to the State
content standards; and
(Vl) support effectiue curriculum and instruc·
tion..;and
' .
(ii) which process shall provide for monitoring the
implementation of such assessments and the impact of
such assessments on improued instru.ction for all suv
dents;· .
(C) a process for aligning State or local curricula, in
structional materials, and State assessments with the State
content standards and State student performance stand·
ards; and'
(D) a process for familiarizing teachers with 'the State
content standards and State student performance stand·
ards and developing the capability of teachers .to provide
high quality instruction within the content areas described
in tke matter preceding paragraph (1) of this subsection;
m
(
-
5
�(2) may include strategies such as.
(A) a process for providing assistance and support to
local educational agencies and schools to strengthen the ca
pacity of such agencies and schools to provide all students
the opportunity to increase educational achievement and
meet State content standards and State student perform
ance standards;
_
. (B) assessing the effeCtiveness and equity of the school
finance program of the State to identify disparities in the
resources available to each local educational agency and
school in such State and hJ>w such disparities affect the
ability of the State educational agency and local edu
cational agencies to develop and implement plaM under
this title;
(C) a process for developing, selecting, or recommend
ing iMtructional materials, including gender equitable and
multicultural materials. and technology to support and as
sist local educational agencies and schools to provide all
students the opportunity to meet State content standards
and State student performance standards;
(D) a process for providing appropriate and effective
professional development, including the use of technology,
distance learning, and gender-equitable methods, necessary
for teachers, school administrators, and others to help all
students meet State content standards and State student
. performance standards; and
.
.
(E) a process for improving the State's system of teach
er and school administrcitor preparation and licensure, and
of continuing professional development programs. including
the use of technology at both the State and local levels, so
that all teachers, related services personnel, and adminis
trators develop the subject matter and pedagogical expertise
needed to prepare aU students to meet State content stand
ards and State student performance standards.
(eJ.
GoVERA'ANCE, ACCOUNTABIUTY AND MANAGEMENT.-Each
State improvement plan shall utablish strategies for improved gov
ern.a.nce, accountability and man.a.gement of the State's education
S)'stem, such as
. (1) aligning respoMibility, authority. and accountability
throughout the. education system, so that decisions regarding
the means for achieving State content standards and State stu
dent performance standards are made closest to the learners;
and
.
(2) creating an integrotedand coherent approach to recruit
ing, retaining and supporting the continued professional devel
opment of teachers (including vocational teachers), and other
educators, &iving special attention to the recruitment into and
retention Of qualified minorities in the education profession;·
(f) PARENTAL AND COMMUNITY SUPPO/lT AND INVOLVEMENT.~
Each State improvement plan shall describe strategies for how the
State educational agency wiU involve parents and other community
representatives in planning, tksigning. and implementing the State
improVement plan, ir&eluding strategies such 0 $ - .
(1) focusing public and private community resources and
public school resources on .prevention and early intervention to
address the needs of all Btudents by identifying and removing
unnecessary regUlations and obstacles to coordination; and
- 6
�.
(2) increasing the access of all students to social services
health care, nutrition, relaud services, and child care services'
a~ locaiing s.uch services in schools, cooperating. service G6en:
cu!s. communUy·~ Clltnttrs, or other conl)(!nU!nt aites ck.
signed to provide ·one-Itop Jhoppil16- for parents and students. .
(6) MAKING THE IMPROVEMENTS SYSTEMVfIDE.-ToMlp prouide
all stucknts throughout 1M Btau tM opportunity to rru!et Stale
standards, each State improverru!nt plan shall ckscribe strauBles,
such as strategies th4t., _
.
.
.
(1) provide for t,,!aua.&lab£l~ty of curnc.ular matenals,
learning uchnologies, includIng dlStaTlCt learnll16, and profes
sional ckvewprru!nt in a manner lh4t ensures equal access by
all local educational agencies in the Stau; and
(2) ckvelop partMrships with Indian tribes and schools
funded by the Bureau, where appropriate, to improve consist
ency and compatibility in curriculum among public elementary
and secondary s,:hools, and such schools funded by the Bureau
a t all grade levels.
'
(h) PROMOTING BOTTOM-UP REFORM.-Each State improvement
plan sh4Il include strategies for ensuring th4t comprehensive, sys
temic reform is promoted from the .bottom up in communities, local
. educational agencies, and schools, as well as guided by coordination
and facilitation from State leaders, including straugies ·such as
(1) providing flexibility to individual schools and local edu
cational agencies to enable such schools and agencies to adapt
and integrate State conunt standards into courses of study ap
propriate for individual schools and· communities; and
(2) facilitating the provision of waivers from State rules
and regulcltions that impede the' ability of local educational
agencies or schools to carry out local improvement plans.
(i) DROPOUT STRATEG/ES.-Each State improvement plan shall
Include strategies for assisting local educational· agencies and
schools to enable such agencies and schools,
(1) to meet the Meds of school-aged children who h4ve
.
dropp€d·
out of s c h o o l ;
(2) to bring such children into the education system; q.nd
(3) to help such students meet State conte'll' standards and
State student performance standards.
.
(j) COORDINATION WITH SCHOOL-TO· WORK PROGRA.Hs,-If a
State has received Federal assistance for the purpose of planning
for, expand~ng, or establishil16 a school·to-work program, then a
State shall include in the State improvement plan a ckscription of
how such school-to-work program will be incorporated into the
school reform effl?rts of the Stat~. !n particular, the State impro~
ment plan shall ",elude a ckscnpt&on of how secondary schools WIll
be modi{u!d in order to provide career guidance, the integration of
a,cademic and lJOCational edupation, and work-based learning, if
such programs are proposed in the Stau's school-to-work plan.
(k) BENCHMARKS AND TIMEUNES.-Each State improvement
plan shall include specific benchmarks of improved student p€r
formanceand of progress in implementing such plan, and timeli'nes
against which the progress of the State in carrying out such plan,
including, the elements described in subsections (c) through (jj, can
be measured.
.
.
- 7
�(l) COORDINATING STRATEGIES.-Each State plan shall ~nclude
strategies for coordinating the integration of academic and voca·
tional instruction pursuant to the Carl D. Perkins Vocational and
Applied Technology Educatwn Act.
'
(m) PROGRAM IMPROVEMENT AND ACCOUNTABILITY.-Each
State improvement plan shall describe
, (1) how the State will monitor progress toward implement·
ing the State and local improvement plans; and
(2) procedures the State plans to use, consistent with State
law. to improve Schools that are not meeting the State content
standards volunta.rily 4Clopted by 1M State within the utab
lished timeline.s.
.
(n) PEER REVIEW AND SECRETARIAL APPROVAL-
(1) IN GENERAL.-(AJ The Secretary shall review, within a
reasonable perU::Jd of time, 'each State improvement plan pre
pared under this sectWn, and each applicatwn submitted under
section 305, through peer review process involving the assist- ,
once and advice of State and local education policy makers, edu
cators, classroom teachers, related seroices Pfrsonnel, e%perU on
educational innOvatwn and improvement, parents" advocates,
and other appropriate individuals. Such peer review process
shall be representative of the diversity of the United States with
regard to geography, race, ethnicity, gender and disability char·
acteristics. Such peer review process shall include at least 1 site
visit to each State, except during the perU::Jd when a State im
provement plan is being developed.
,
(B) Notwithstanding the provisions of subparagraph (AJ, in .
the first year that aBtate educational agency submits an appli·
cation for development of a State improvement plan under: this
title the Secretary shall not be required to
,
(i) review such application through a peer review proc·
ess; and
(ii) conduct a site visit.
(2) APPROVAL.-The Secretary shall approve a State im
, provement plan if such plan is submitted to the Secretary 'not
later than 2 years after the date the State educational agency
receives its first allotment under section 304 (b), and when the
Secretary determines, after considering the peer reviewers' com·
ment. that such plan
(A) reflects a widespread commitment within the State;
(B) holds reasonable promise of helping all students to
ae,hieve at the, high levels called for by..this Act;
(C) meets the requirements of subsections (a) through
(k); and
,"
,
(D) allows local schools, local educational agencies and
, communities the fle:ri.bility to implement local improvement
plans in a manner which ref!ects local needs and require
ments in order to promote a' bottam up'system of IJIChool re
form.
" ,
(3) DISAPPROVAL.-The Secretary shall notdisiJpprovea
State improvement plan, or any State application submitted
under section 305, before offering the State
(A) an opportunity to revise such , plan ,or application;
- oj
,
'
a
a~
,"
a hearing.
'
(4) ALTERNATNB SifBJlISSION.
(AJ IN GENBRAL.-Notwithstanding ony other provi·
'ion of this title, any State educational 06ency that wishes
(B)
-
8
�to receive an allotment uTuJ.er tIlu titleofler eM first year
such State educational agency receives such an allotment
may, in lieu of Bubmitting its State improt>ement plan for
approval by the Secretary under this subsection and .ction
305(c)(2), or submitting major amendments to the Se.cretary
under ,ubsection (p), provilk the Secretary, as part of an
application under B«tion 305(c) or as an amendment to a
preuiously approt>ed application.
,
(i) an assurance, from the Got>ernor and. eM chief
State school officer of the State, tIlat
..(/) the State has a plan, thet meets tile re
quirements of this section and that is widely avai/
able throughout ihe State; and
"aI) any amendments the St~te makes to the
plan will meet the requirements of this section;
and
(ii) the State's benchmarks of improved stucknt
performance and. of progress in implementing the plan,
and the timelines against which the State's progress in
carrying out the plan can be measured.
(B) A!I/NUAJ.. REPORT.-Any State educational agenc,'
that chooses to use the alternative method lkscribed in
paragraph (1) shall annually report to the public summa",
information on the use of funds under this title by the State
and local educational OIencies in the State, as well as the
State's progress toward meeting the benchmarks and
timelin.es ckscribed in subparagraph (A)(ii).
(0) REGULAR REVlEW.-Each State improt>ement plan &hall in-,
elude a process for periodically reviewing and updating any State
content standards, State student performance standards,
'
and State assessments.
(p) AMENDMENTS 1'0 PLAN:.'
(1) IN GENERAL.-Each State educational agency shall peri·
odically review its State improvement plan and revise such
plan. as appropriate, in accordance with the process described
in subsection (b).
(2) REvlEW.-The Se.cretary shall review any major amend
ment to a State improvement plan and sha# not disapprove any
such amendment before offering a State educational agency
(A) an opportunity to revise such amendment; and
(8) a hearing.
'
(q) PREEXlSTlNG STATE PLANS AND PANELS.
(1) IN GE/+lERAL.-lf a State has developed a comprehensit>e
, and systemic State improt>ement plan to help all students meet
State standards or any component of such plan. that meets the
intent and purposes of this section, then the Se.cretary may ap
prove such plan or component notwithstanding that such plan
was not developed in accordance with subsection (b) if the Se.e
retary determines t~t such ~pp~oval would further the pur
poses of State systernu: educatum Improvement; and
(2) SPECIAL RULE.-{A) If, before the date of enactment of
this Act, a State ha.s made substantial progress iu developing
a plan that meets the intent and purposes of this section, but
was lkt>eloped by a panel that does not meet the requirements
of paragraphs (1) through, (3) of subsection (b), the Secretary
-
9
�m4Y, at the request of the Governor and the State educational
agency, treat such panel as meeting the requirements of this
title if the Secretary determines that there has been statewide
, inlJOlvement of educators, parents, stutknts, advocacy groups,
and other interested members of the public in the development
of the plan.
SEC. 301. SECRETARY'S RBV1EW OF APPUCATIONS; PAYMENTS.
(a) FIRST YEAR.-The Secretary shall approve the State edu
, cational agency's first year application under section 305(b) if the
Secretary determines that
(1) such application meets, the requirements of this title;
and
'
'
,
(2) there is a substantial likelihood that the second year ap
plication of the State educational agency under section 305(c)
will provide for the development and implementation of a State
improvement plan that complies with section 306.
(b) SECOND THROUGH FIFTH YEARS.-The Secretary shaU ap
prove the State educational agency's second year application under
section 305(c)(1) for the second through fifth years of participation
only if
(1)(A) the Secretary has approved the State improvement
p14n under section 306(n);
(B) the Secretary determines that the State has made sub
stantial progress in developing its State improvement plan and
will implement ,sUch plan not later than the end of the second
year of participation; or , '
(e) the State educational agency has submitted the in
formation described in section 306(n)(4); and
(2) the applica.tion meets the other requirements of this
title. ,
'
(c) PAYMENTS.-For any fiscal year for which a State has, an
approved application under this ,title, the Secretary shall provide an
allotment to the State educational agency in ,the amount determined
under section 304(b).
SEC.
STATE USE OF FUNDS.
FIRST YEAR.--ln the first year for which a State educational
agency receives an allotment under this title, such agency'
.(1) if the amount made avai14ble under section 303 for such
, year is equ.al to or greater than $50,000,000, shall use at least
60 percent of such allotted funds to award subgrants
(A) ,in accordance with section 309(0), to local edu
cational agencies for the development or implementation of
local improvement plans; and .
'.
(BJ in accordance with section309(b), to improve edu·
cator preservice programs and for professional development ,
activities consistent with the State improvement plan;
(2) if the amount made available under section 303 for such
year is less than $50,000,000, m4y use such fun4s for the
.
subgrantsdescribed in ~ph (1); and .
(3) shall use any such allotted funds not used in accord·
once with paragraphs (1) ait.d (2)10 develop, revise, expand, or
implement a State improvement l'kln described in section 306.
(b) SUCCEEDING YEARS.-Ea.ch State educational agency that
, receives an allotment under this title for any year: a(Utr the first year
of such agency receives assistance under this title shall
lOB.
(a)
-:- 10
�(1) use at least 90 percent of such allotment to make
subgrants.
.
(AJ in accordance with section 309(a), to local edu
cational agencies for the implementation of the State im
provement plan and oflocol improvement plans: .and
(8) in accordance with section 309(b), to improve edu
cator preservice programs and for professional development
activities that are consistent with the State improvement
.
. ..
plan; and
(2) use the remainder of such assl.Stance for State act£v£tlU
designed to implement its State improvement plan, ~uch as
(AJ .upporting the devtlop~nt or adoptwn of State.
content .taiuUJrds and State .trident perfonnance stand
ards, and State ~ments linked to suc" s~"!ls,
including through consortiD of States;
(8) supporting the implementation of high-perfonnance .
management and organizational strategies, such as site·
based management, shared decisionmo.king, or quality·
manageTMnt principles, to promote effective implementa
.
.
tion of such plan;
(C) supporting the development and implementation, at
the local educational agency and school building level, of
improved human resource development systems for recruit
. ing, selecting, mentoring, supporting, evaluating and re
warding educators;
.
.
(D) I!.roviding special attention to the needs of minority,
limited-English proficient, disabled, and female students,
including instructional programs and activities that en
courage such students in elementary and secondary schools
to aspire to enter and complete post-secondary education or
training;
(E) supporting innovative and proven methods of en
hancing a. teacher's ability to identify student learning.
needs, and motivating students to develop higher order
thinking skills, discipline, and creative resolution methods;
(F) supporting the development, at the State or local
lev~l, of performance-based. accountability and incentive
systems for schools;
(0) outreach to and training for parents, tribal offi
cials, organizations serving young children, classroom
teachers, related services personnel, and other educators,
and the public, related to education improvement;
(H) providing technical assistance and other services to
increase the capacity of local educational agencies and
schools to develop and implement systemic .local improve~
ment plans, implement new State assessments, and develop
curricula consistent with the State content standards and
State student perfonnance standards;
promoting public magnet schools, public ·charter
schools", and other mechanisms for increasing choice
among public schools, including information and referral
programs which provide parents with information on avail
able choices;
.' (J) supporting activities relating to the planning of,
and evaluation of, projects under which local educational
agencies or schools contract with private management orga:
nizations to reform a. school;
.(KJ supporting intergenerational mentoring programs;
m
.,. 11
�(L) supporting tJa:e tkvewpment, 4f 1M State or loca.l
level, of school-based programs 'thal restort discipline and
rtduce violence in schools and communities, such a.s coni
munity mobiliz.a.tion programs; and
(M) collecting and analyzing data.
(c) LIMIT ON ADMINISTRATNE COSTS.-:A State education.a.l
agency that. rtceives an a.lwtment untkr this title in any fiscal year
shall use not more than 4 percent of such alwtm.ent in such year,
or $100,000, whichever is greater, for administrative expenses,
which administrative'expenses shall iwt inclutk the expeTises related
to the activities of the panel established untkr section 306(b).
(d) SPECIAL RULE.--Any new public school established, under,
this title'
(1) shall l>e nonsectarian;
(2) shall not be affiliated ,with 0. nonpublic sectarian school
or religious institution; and ,
'
(3) shall operate u,TJ.der the authority of 0. State educational
,.,'
agency or local educatuma.l agency.
SEC. 309. SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL DE
'VELOPMEJtrT.
'
(0.) SUBGRM'TS TO LocAL EDUCATIONAL AGENCIES.
, (1) IN GE,NERAL.--(AJ Each State educational agency
shall
make subgrants. through 0. competitive process to carry out the
authorized activities ducril>ed in paTYJ.Rra"h (4)., to loca.l edu·
cational agencies (or consortw of luch ageneies) in o.ccorda.nce"
with section 308.
'
'
, ,(8) In making such subgrants, the State educational agency
sha.ll award not less than 1 subgrant in each fiscal year to an
urban local education.a.l agency and not less than 1subgrant in '
each fiscal year to 0. rural local educational agency, where ap- ,
propriate. except that this proviswn sha.ll not apply to the Dis
trict of Columbia. An education seroice agency may seroe QSa
fiscal agent for 0. rural local educational agency.
(C) Each such subgrant shall be far 0. project of sufficient ,
duration and of sufficient size, scope, and quality to co.rry out
the purpose of this title effectively.
' ,
(2) APPUCATION REQUlRED.--(A) A loca.l education.a.l agency
tksiring to receive 0. subgrant untkr this subsection for the tk
velopment of 0. local improvement pla.n sha.11 submit an applica·
tion to the State education.a.l agency. Such application shall
contain assurances t1uJl the local education.a.l agency in.unds to
tkvelop 0. local improvement plan that 1Mets the requirements
of this section.
.
'
,', (8) A .local educa..tion.a.l agency only sha.11 be eligible tore
Ceive a subgrant untkr this subsection to tkvewp 0. local im-'
provement pla.n for one fisca.l year.
' .
, (3) PLAN REQU1RED.~Ea.ch loca.l education.a.l agency desir
ing to receive 0. subgrant untkr this subsection to implement 0.
local improvement plan shall submit a loca.l improvement plan
to the State education.a.l ~ency. Each.,uch pkut sha.11- ..
(A) be tkvewped by 0. broad-ba..sed po.Ml;
(8) a.ddrus t:li.strictwide ~ improvement, di
rected at enablinB Gll Itutknt. to 1ftI!IlItt 1M State con.unt
standards' and State stutknt performo..nce standards, in
cluding specific gooJ.s and benchm.a.rit.s,,.qlect the priorities
of the State improvement plan (either approved or under
development) andinclUl:k 0. Itrolq:y {or- . .
..
-.12
�(i) e1l8uringtMt all studen.l8· h4ve a fa;r oppor
tunity to learn;
:..
(ii) improving teaching and learning;
,
(iii) improving governance and maTU.Z.geTTumt;
(iv) generating, maintaining,and strengtMning ,
parental and community involvement; and
(v) expanding improvemen.l8 throughout tM local
,educational agency; .
'.
.',
.
(C) prorrwte tIu! (feri.bilit, of locolllChooU in. developing
pla1l8 which address tM particukJr n«ds of tMir school
and communiti and are co1l8istent with tM local improve
mentplan;
.
(D) describe a proceBl of broad·based community par;
ticipation in tM development, imple~ntation, and evalua~ ,
tion of tM local improvement plan;
(E) describe howtM ,local educational agency will en
courage and assist schools to develop and implement com
,
prehe1l8ive school improuementGla1l8 th4t-,
(i) focus on Mlping a I' students reach State con·
tent standards and State student performance stand
'
ards; a n d ,
(ii) address relevant elements of tM local improve
ment plan of the local educational agency identified in
subparagraph (B);
,'
.,'
(F) describe how the local educational agency will im
, plement specific programs aimed at e1l8uring improvements.
in school readiness and tM ability of students to learn ef
, fectivelf at all grade levels b.y identifying the most preSsing.
needs facing students and their families with regard to so
cial services, Mallh care, nutrition, and child care, and en
tering into partnerships with public and prioote nonprofit
agencies to increase the access of students and families to
coordinated no1l8ectarian services in a school setting or at
a nearby site;
(G) describe how tM subgrant funds will be used by
the local educational agency, and the procedures ·to be used
to make funds available to schools in accordance with
paragraph (6)(A);
,,'
'
(B) identify, with an explanation, any State or Federal
requirements that tM local educational agency believes im- .
pede educational impro.vement and th4t such agency re
quests be waived in accordance with section 311, which re
q~sls shall promptly be tra1l8mit~d to tM Secretary by the
State educational agency; and '
, ,
(J) contain such otMr information· as tM State edu
cational agency may reasonably require_
(4) SUBMISSION.-A local educational agency which has ap
proved a local improvement plan shall submit such plan to the
State educational agen.c'V for aDDroool tOllether. with adescrip
tion of modi/icatiori.s made by tM local educanonal agency
,
.
10 Buch plan and any comments from tM
local panel regarding such plan.
..
, (5) MONITORlNG.-TM panel described in paragraph (3)(A),
after approval of the local educational agency's appllCtltion by
the State educational agency, shall be informed of progress on
such plan by the local educational agency,. and tM l«al edu
cational agency shall monitor the implementation and effective
ness of the local improvement plan in close consultation with
- 13
�tea.clu!rs, related Bervices personnel, principals, ad.rninistrators,
p>mmunity members, and parents from schoots receiving funds
under this title, as well as assure that implementation of tlu!
local improvement plan does not result in a signi/icont increase
in paperwork for teachers. The pa'!i!l shall review lIUCA plen
and lx:u;ed on the progress described in the preceding Bentence,
deurmine if revisions to tlu! loco1 improvement plan should be
.recommended to tM local educationol agency. The panel shall
periodically report Buch determination. to tlu! public.
(6) AUTHORIZED ACTNTTIES.-(A) A local educational agen
. .
cy that receives a subgrant under this subsection(i) in llu! first year such agency receives llu! subgrant
shall use.
(I) not more than 25 percent of tlu! subgrant funds
to develop a local improvement plan or for any local
educational agency acti~ities approved by tlu! Stau
educational agency that are reasonably related to car·
rying out llu! State or local improvement plans, which
may include tlu! establishment of innovative new public
.
schools; and
(II) not less than 75 percent of tlu! subgrant funds
to support individual school improvement initiatives
related to providing all students in tlu! school tlu! op
portunity to. meet State content stc.ndards and State
student peTformance standards; and ,
(ii) in subsequent years, shall use subgrant funds for
any activities approved by tlu! Stc.te educational agency
. which. are reasonably relate~ to carr:(ing out tlu! State. or
local Lmprovement plo.ns whLCh may Lnclude tlu! e.stabLLsh· .
ment of innovative new. public schools aM tM ocquisitionof
technology and UBe of technolOly~nhanced curricula and in·
struction, except that a t least
85 percent of such funds shall be made available to indi
vidual schools' to develop and implement comprehensive
schoof improvement plans which are designed to lu!lp all
students meet State content standards and State student
performance standards.
.
(8) At least 50percent of the funds made available by a
local educational agency to individual schools under this sec
tion in any fiscal year shall be made available to schools with.
a special need for such assistance, as indicated by a high num
ber or percentage of students from low-income families, low stu
dent achievement, or other similar criteria developed by the
local educational agency.
. .
(C) A local educational agency may not use more than five
percent of the sUbgrantfunds such agency receives in each fiscal
year under this title for administrative e%penses~
(7) SPECIAL CONSTDERATION.-The State educational agency
shall give special consideration in awarding a subgrant ta
. (AJ a consortium of local educational agencies; or
(B) a local educational agency that provides in the ap:
plication or local improvement plan described in paragraph
(2) or (3), respectively, that such subgrant funds will be
UBed to assist a consortium of schools that has developed
a plan for school· improvement.
- 14
�(b) SUBGRANTS FOR PUSERVICE TEACHEREDUCA.TION AND
PROFESsioNALDEVEWPMENT ACTlVlTIES..
(1) IN GENERAi.;~A) Each State educational agency shall
'makesubgran~s, through a competitive, peer-reviewed proce.ss to
a .local educatIOnal agency, or a consortlum of local educatIOnal
agencies, in cooper~tion with institu~ions. of higher *;ducation,
nonproft,t orgamzatJOn8, or any comblnatJOn thereof, m a.ccord
ance with section 308 to
. (i) improve preservice teacher eduCation programs co~
Bistent with. the State improvement plan, includiT16 how to
'
'work effectively. with parents and the community; and
_ (ii) support continuing, sustai1U!d professional develop
ment activities for educators and school administrators or.
;related services personnel working with educators which,
win increase ,student learning in accordance with the State,
improvement plan.
....'
. ,
, (B) Each Stateedi..tcational. agency awarding ,subgrants
i..truler subparagraph (A) .shall gIve priority· to awarding such
"
subgrants to(i) a local educational agency or consorti.um serving a
,greater number of' percentage' of disadvantaged students
than the statewide average of such number or percentage;
(ii)'ti local educational agency or con:sortium that forms
pa,rtnerships with collegiate educators to establish profes
sional development sites; and .
.
(iii) a local educational agency or consortium thatm focuses on upgrading, teachers' .knowledge of
content areas; or
.
.
(II) targets preparation and continued professional
development of teaclters '. of students with limited-Eng"-' .
lish proficiency aru:l students with disabilities.,
(2). APPLICATION.-Each local educational agency or consor
tium 'that desires to receiue a subgrant under, this subsection
shalf. submit an application to· the State educational agency
which.,
. (A) describes how the applicant will use the subgrant '
to improve teacher preservice and, school administrator edu
cation programs or to implement educator professional de
velopment activities consistent with the State improvement
plan,:
': '
.
, "
,
(B) identifies the criteria to be used by the applicant to
judge improvements in preservice education or the effects of
professional developmen·t activitiesconeistent with the State
' ..
improvement plan; and
.
(e) contains any other information that the State edu
cational agency deiermines is appropriate.
'
(3) REQUIRED ACTlVlTIES.-:-A recipient of a subgrant ,under
this subsedionshall use the subgra1'i.t funds for activities.'·
supporting.',
.
.
.,'
(A) the improvement of preservice teacher education
and school 'administrator programs so that such programs
'equip educators' with the subject matter and pedagogical
expertise necessary for preparing all studeTl.ts to meet stand
, ards' or
. '
,
(B)· the development and implern.entaiion of new and
improved forms of continuing and sustained professional
development opportunities for teachers, principa.h, and
- 15
�other educators at the school or district klJel that equip
educators with such expertise, and with· other kliowkdge
and skills necessary for kading and participating in con
tinuous education improlJemenl.
(4) PERMISSIVE ACTNlTIBS.-A recipienl of a .ubgrant
under this subsection may use the .ubgrant funds for ·costs re
lated to release time for teachers to participate in professional
development activities, which professional delJelopment shall in
.
clude related services personnel as appropriate.
(c) SPECIAL AWARD RULE.
. (1) IN GENERAL.-EachState
educational agency shall
award at kast 50 percenl of subgranl funds under subsection .
(a) in each fiscal year to local educational agencies that have
a greater percentage or number of disadvantaged children than
. the ·statewide alJerage such percentage or number for all local
. educational agencies in the State.
.
.
(2) WAIVER.-The State educational agency may waive the
. requirement of paracraph (1) if such agency does not receive a
sufficient number of applications to comply with such require
ment.
.
SEC. 310. AVAlLABIUTYOF INFORMATION AND TRAINING.
(a) iNFORMATION AND TRAIN/NG.-Proportionate to the number
of children in a State or in.a local educational agency who are en·.
rolled in private ekmentary or secondary schools:.
(1) a State educational agency or local educational agene)'
which uses funds under this title to develop goals, State content
standards or State student performance standards, curricular
materials, and State assessments shall, upon reqUest, make in·
formation related to such goals, standards, materials, and as·
sessments available to private schools; and
.
(2) a State educational agency or local educational agency
which uses funds under this title for teacher and administrator
training shall provide in the State improvement plan described
in section 306 for the training of teachers and administrators
in private schools located in the geographical area served by
such agency.
(b) WAIVER.-If, by reason of any provision of law, a State or
local educational agency is prohibited from. providing for the equi·
table participation of teachers and administrators from private
schools in training programs assisted with' Federal funds provided
under this title, or if the Secretary determines that a State or local
educational agency has substantiallyfaikd or is unwilling to pro·
vide for such participation, the Secretary shall wailH! such require·
ments and shall arrange for the provision of training consistent
with State goals and State content standards for such teachers and
administrators. Such wailJers .shall be subject to consultation, wit.h·
holding, notice, and judicial review in accordance with NCtiolU 1020
and 14503 of the Elementary and Secon..do.ry Education.Act of 1965.
SEC. 811. WAIVERS OF STATtn'ORY AND REGULATORY REQUIREMENTS.
(a) WANER AVTHORlTY...
.
(1) IN GENER.AL.-Except as provided in subsection (e), the
Secretary may waive any statutory or regulatory requiremer&t
. applicable to any program or Act described in subsection (b) for'
a State educational agency, local educational agency, or school
if
(A) and only to the extent that, the Secretary deter
mines that such requirement. impedes the' ability of the
.
I
•
- 16
(,
�State, ,or of a local educational ageney or I/IChool in the
State, to carry out the State or local improvement plan.;
(8) the State edu.ca.tionalagency has waived, or agrees
to wait~, similar requirements of State low;
(C) in the case of a statewuu waiver, the State edu
cational agency
(i) provuus all local educational agencies and par·
ent organizations in the State with notice and an op·
portunity to comment on the State educational agency's
proposal to seek a waiver; and '
(ii) submits the local edUcational agencies' com·
ments to the Secretary; and "
. ( D ) in. the case of a local educational agency waiver,
the local educational agency providu parents, community
groups, and advocacy or civil rights groups with the oppor
tunity to comment on the proposed waiver.,
.
(2) A,pPUCATION.-(A)(i) To request a waiver under para·
graph (1), a local educational agency or school that receives
funds under this title, or a local educational agency or school
that does not receive funds under this title but is undertaking
school reform efforts that the Secretary determines are com- .
parable to the activities described in section 306, shall transmit '
. an application for such a waiver to the State educational agen·
cy. The State educational agency then shall submit approved
applications for waivers under: paragraph (1) to the Secretary.
(it) A State educational agency that receives funds under
this title may request a waiver under paragraph (J) by submit
ting an application for such waiver to the Secretary.
(BJEach application submitted to the Secretary under sub·
paragraph (A) shall.
(i)identify the statutory or regulatory requirements
that are requested to be waived and the goals that the State
educational agency or local educational agency or school
'-'.'
.
intends to achieve;
(ii) describe the action that the State educational agen
cy has undertaken to remove State statutory or regulatory
barriers identified in the application of local educational
agencies;
,
(iii) describe the goals of the waiver and the expected
programmatic results if the request is granted;
(iv)describe the numbers and types of students to be
'imPacted by such waiver;
(v) describe a timetable for implementing a waiver; and
(vi) describe the process the State educational agency
will use to monitor, on a bumnLiaI basis, the progress in
implementing a waiver.
(3) TIMEUNESS ..-The Secretary shall act promptly on are·
, quest, for a waiver under paragraph (1) and shall 'provide a
written statement of the reasons for granting or denying such,
request.
'
- 17
�~ (4) DURATION.-Each waiver uoder paragraph (1) shall be
for a perUxl not to exceed 4 years. The Secret4ry may 'extend
.uch perUxl if the Secrdary <ktermines that the waiver has been
effectiue in en.obling tJa.e State or affected loccl «Iucational
agencies to corry out reform plans.
.
.
(b) IN~LUDED PROGR:AMs.-The .statuto~ or ~ulatory require
ments subject to the walverauthorUy of thlS sectlOnare any such
requirements under the foUowina.progroms or Acts:
(1) Chapter 1 of title 1 of the Elementary and Second4ry
. Education Act of 1965, includina Euen St4rt. .
(2) Part A of chapter 2 of title 1 of the Elementary and Sec- .
.
ondary Education Act of 1965. .
(3) The Dwight D. Eisenhower Mathematics and Science
Education Act.
(4) The Emergency Immigrcnt Education Act of 1984.
(5) The Drug-Free Schools and Communities Act of 1986.
. (6) .The Carl D. Perkins Vocational and Applied Technology
Educatwn Act. 1 1 '
.
11 The Goals 2CXXJ: Educate America Act as originally enacted
comained references to the programs and Acts listed above. The
Improving America's Schools Act of 1994 comained conformi~g
ameruimems that were intended to replace these references wuh the
appropriate. references in the Elementary arui Secondary Education
Act of 1965 (ESEA). as amended. In a technical drafting error,'
cenain provisions of the ESEA bill were reorganized after th~
conforming ameruimems were drafted. without corresponding changes
to the conformingamendmenrs.
The programs or Acts for ,which Goqls 2CXXJ waivers are
currently authorized are as follows:
(1) TItle I of the ESEA - Helping Disadvantaged Children
. Meet High Staruiards;
. .
.
(2) TItle 1/ of the ESEA - Eisenhower Professional
Developmem;
.'
.
.
(3) TItle IV of the ESEA - Safe and Drug-Free -Schools and
Communities;
.
(4) TItle VI of the ESEA - Innovative Education Program
Strategies;
.
.
.'
.
(5) TItle VI/, Pan C, of the ESEA - Emergency Immigram
.
.Education,' arui
(6) The earl D. Perkins Vocational and Applied Technology
Education Act.
- 18
�, (c) WAIVERS NOT AUTHORlZED....:-TM Secretary mo.)' iaot waive
any statutory or regulatory requirement of the programs or Acts de
scribed in subsection (b).,
.
(1) relating to
(A) maintenance of effort;
(B) comparability of services;
(e) the equitabu participation of students and profes
.
sional staff in prilXlte lIChools;
(D) parental P.Grficipation and involvement; and
(E) the distr,bution of funds to States or to local edu
.'
cational agencies; and
(2) unUss the underlying purposes of the statutory require
ments of each program or Act for which. a waiver is granted
.
. continue to be met to the B4tisfa.ction of the Secretary.
(d) TERMINATION OF WAlVERS.-The Secretary shall periodi
cally review the performance of any State, local educational agency,
or school for which the Secretary has granted a waiver under sub
section (a)(IJ and shall urminate the waiver if the Secretary deter
mines that the performance of t~ State, the local educational agen·
cy, or the lIChool in the area affecud by the waiver has been inad
equate to justify a continuation of the waiver.
(e) FLEXIBILITY DEMONSTRATION.
,
(1) SHORT TITLE.-Thissubsection may be cited as the
"Education Flexibility Partnership Demonstration Act":
(2) PROGRAM AUTHORIZED.
.
(AJ IN GENERAL.-The Secretary may carry out an edu·
cation flexibility demonstration program under which the
Secretary authorizes not more than 6 State educational
agencies serving eligibk States to waive statutory or regu
latory requirements applicable to 1 or more programs or
Acts described in subsection (b), other than requirements
described in subsection (c), for the State educational G8ency2/
or any local educational agency or school 'within the State.
(B) AWARD RULE.-In carrying out subparagraph (A),
the Secretary shall select for participation in the dem'
onstration program described in subparagraph (A) three
State educational agencies serving eligible States that each
hauea population of 3,500,000 or greater and three State
educational agencies serving eligible States that each have
Z/1he folloWing language was included in the /996 Omnibus .
Appropriations Act, authorizing the Secretary to desiglUlle an
additional six Ed·Flex States:
.
·Provided, that notwithstanding section 3]] (e) of Public li1w
103-:-227, the Secretary is authorized to grant up to six additional
State educational agencies authority to waive Federal statutory or
regulatory requirements for fiscal year /996 and succeeding fiscal
years·.
.
- 19
�a population of leu than 3,500,000, tktermined in accord·
ance with tM most J"e«nt tkcennia.l census of tM popu
lation perforrMd by the Bureau of the Census,
. le) DESIGNATION.-Each eligible State participating in
the tkmonstration prD§:;.am tkscribed in subparagraph (A)
shall be known 08 an 'Ed-Flu Partnership State".
(3) EUGIBLE STATE.-For the purpose of this subsection the
term "eligible State" rMans a State t h a t - ·
.
.
(A) has developed a State improverMnt plan under sec
tion 306 that is approved by the Secretary; and
.
(8) waives State statutory or regulatary requirerMnts
relating to education while holding lOcal educational agen- .
. des' or· schools within tM State that are affected by such
waivers accountable for the perf017Tl411Ce of the· students
who are affected by such waivers..
(4) STATE APPUCATION.-{A) Each State educational agency
desiring to participate in tM education fkzibility demonstration
program· under this sut,section shall submit an applica#on to
.the Secretary at such tirM, in such manner, and containing
such information a..s the Secretary may reasonably require.
Each such application shall demonstrate that the eligible State
has adopted an educational flexibility plan for the State· that
includes.
(i) a description of the process the State educational
agency will use .to eualuate applications from local edu- .
cational agencies or schools requesting waivers of.
.
(/) Federal statutory or regulatory requirements de
..
scribed in paragraph (2)(AJ; and
(/1) State statutory or regulatory requirerMnts reo
lating to education; ani/.
(ii) a detailed description of the State statutory and
regulatpry requirerM~ts re~ting to education that the State·
. educatl.Onalagency wlll walve.
.
(B) TM Secretary may approve an application described in
subparagraph (A) only if the Secretary determines that such ap
plication demonstrates suostantial promise of a..ssisting the
State educational agency and affected local educational agen"
des and schools within such State in carrying out comprehen
sive educational reform and otherwise rMeting the purposes of
this Act, after consickring.
.
.
(i) the comprehensiveness and quality of the edu
cational flexibility plan described in subparagraph (AJ;
(ii) the ability of such plan to ensure accountability for
the activities and goals described in such plan;
. (iii) the significance of tM State statutory or regulatory
requirerMnts relating to education that will be waived; and
(iv) the quality of the State educational agency's proc
ess for approving applications for waive,., of Federal statu
tory or regulatory requirements described in paragraph
(2)(AJ and for monitoring and eualuating the .. results of'
such wai.vers.
(5) LocAL APPUCATlON.-{A) Each local educational agency
or school requesting a waiver of a Federal statutory or regu
latory requirerMnt described in pc.ragraph (2)(A) and any rei
- 20
�eoont State statutory ort'f!/fUlatory requirement from a State
educational agency shall submit on application to the State
educational agency at such time, in such manner, and contain
ing such information as the State educational agency may reo
~nably require. Ea.ch such application shallm indicate each Federal program affected and the stat
, utory or regulatory requirement that will be waived;
. (ii) describe the purposes and overaU expected results of
waiving each such requirement;
.
.
(iii) describe for each school year specific, measurable,
educational goals for each local educational agency or
school affected by the proposed waiver; and
(iv) explain why the waiver will assist the local edu
cational agency or school in reaching such goals. .
. (8) A State educational agency shall eooluc.te an applica
tion .submittedunder subparagraph (A) in accordance with the
State's educational flexibility plan described in paragraph
(4)(A).
(C)
.
A State educational agency shall not approve an appli
cation for a waiver under this paragraph unless.
m the local educational agericy or school requesting
such waiver has developed a local reform plan that is ap
plicable to such agency or school, respectively; and
ai) the wa.iver of Federal statutory or regulato1)' re
quirements described in paragraph (2)(A) will assist the
local educational agency or school in reaching its. edu
. cational goals.
.
.
.
(6) MONITORING.-Each State educational agency partici
pating in the demonstration program under this. subsection
shall annually monitor the activities of local educational agen·
cies and schools receiving waivers under this subsection and
shall subl'fl:it an annual report regarding such monitoring to the
Secretary.
(7) DURATION OF FEDERAL WAlVERS.-{A) The Secretary
shall not approve the application of a State educational agency
urukr paragraph (4) for a period exceeding 5 years, except that
the Secretary may extend such period if the Secretary deter
mines that such agency's authority to grant waivers has been ef
fective in enabling such State or affected local educational
agencies or schools to carry out their local reform plans.
(8) The Secretary shall periodically review the performance
of any State educational agency granting waivers of Federal
statutory or regulatory requirements described in paragraph
(2)(A) and shall terminate such agency's authority to grant such
waivers. if the Secretary determines, after notice and oppor
tunity for heari1l:(, that such agency's performance ha.s bef?n in
adequate to justifY continuation of such authority. .
(f) ACCOUNTABIUTY.-In deciding whether to extend a request
for a waiver under subsection (a)(1), or a State educational agency's
authority to issue waivers under subsection (e), the Secretary shall
review the progress of the State educational agency, local edu
cational agency, or school affected by such waiver or authority to de·
termine if .such agency or school ha.s made progress toward achiev.
.
- 21
�, in,g tM duired results descri.bed in tM applictJ.tion .ubmitted pursu
ant Ie .ubsection (a)(2)(B)(iii) or (~)(5XA)(ii),
(g) PUBUCATlON.-A. notice of 1M Secretary', decision to grant
waivers under subsection (0)(1) and to authoriu State educational
agencies to isSIU waivers u,nder subsection (~) .hall be publisMd in
tM Federal Register aM tM Secretary shall provide for the dissemi
nation of such notice Ie State ~ducational agencies, interested par
ties, including educators, parents, students, advocacy and civil
,rights organizations. otMr in.Urested perti.es. end (M public.
SEC. 11%. PROGRESS REPORTS.
(a) STATE REPORTS ro 'I7IE SECRETARY.- Except in the eoat
of G State edu cation.al tJ6ency .ubmitti,., tJa.~ information dacribed
in Nctio n 306(nX4), each State «III,
cationai agency that receivu funds uruUr "'it titk .JudI annuaUy
report to 1M Secretary N!gartli1l8-'
'
(1) progress in meeti1l8 State goalll and plans;
(2) proposed State activities for tM succeeding year; and
(3) ,~ sum~ry form. the progrelUl of local' educational
agencieS In meetIng loco.l goals and PUlf18 and in.creasi1l8 .tu
dent learning.
..
,
(b) SECRETARy'S REPORTS TO CONGRESS.-By April 30. 1996,
and every 2 years thereafter, 1M Secretar;)' shall .ubmit a report to
1M Committee on Ed/.J.CQtion and lAbor of 1M House of Representa.
tives and 1M Committee on Lobor and Human Raources of tJr.e ,
Senate describing-,
(1) the activities assisted under, end outcomes or. allot·
men1.6 under this title; and
'
(2) tM effect of waivers granted under section 311,
incll.u:ung
'(A) a listing of all State educational agen.cies, local
educational agencie.s and schools seeking and receiuing
'waivers; .
(8) a summary of the State and Federal statutory or
regulatory requirements that have been waived, including
the number of waivers sought and granted under each such
statutory or regulatory requirement;
(C) a summary of waivers that have been terminated,
inclUding a rationale for the terminations; and
(D) recommendations to the Congress regarding
'changes in statutory or regulatory requirements, particu
larl)' those actions that should be taken Ie overcome Fed
era� statutory or regulatory. impediments to education reo
,form.
,
SEC. '13. TECHNICAL AND OTHER ASSISTANCE REGARDING SCHOOL
. FINANCE EQUTTY.
(a) TECHNICAL AssISTANCE.
(1) IN GENEIW--From funds reserwd in each {i8cal year
under section 304(a)(2XAJ. tAt Secretary u authori.r.ed to lPICAe
grants to, end ~nter into contracts and cooperatilJlt ag1Ulf1Ilnu
with, State «iucational agenci.e8 end otMr publit: eM privete
06en.cies. in.stitutions, ena organizations Ie provid.e teChnical
assistance to State and local educational agencies to assist ,uch
~encies in achievi1l8 a greater degree of equity in tM'distribu
tum of fin,an.ci41 resources for «iucation etn01I6 local edu
cctionai06tn.cies in the, Stale.
- 22
�(2) ACTNlTIES.--A grant, contract or cooperative agreement
under this section may support technical assistance activities,
,
such as, (A) the establishment and operation of a center or cen
ters for' the provision o[ technical assistance' to State and
local educatlOnal,agencU!S;
"
•
(8) the convening' of conferences on equolization of re
sources within local educational agencies, within States,
and among States; and
,"
(C) obtaining advice from experts in the field of school
finance equolization.,
'
,
(b) DATA.-Each' State educational agency or loCal educational
agency receiving assistance under the Elementary and Secondary
Education Act of 1965 shall provUksuch data and information on
school finance as the Secretary may require to carry out this section.
, (c) MODELS.-The Secretary is authorized, directly or through
, grants, contracts, or cooperative agreements, to rk,velop and dissemi
nate models and materUlls useful to States in planmng arid imple
,
menting revisions of the ,school finance systems ofsuch States.
SEC. 314. NATIONAL LEADERSHIP.
(a) TECHNICAL AsSISTANCE AND INTEGRATION OF STANDARDS.
From funds reserved in each fiscal year under section 304(a){2){A),
the Secretary may, directly or through grants or contracts- '
(lJprovirk technical assistance to States, local educational
agencies, and tribal agencies rkveloping or ','mplementing school
improyement plans,. in a manner that ensures that such assist
,
ance tS broadly ava,lable;"
(2) gather data on, conduct research on, and, evaluate sys
temic education improvement and how such improvement af
fects sturknt learning, including the programs assisted under
this title;
,
(3) disseminate research findings and other information on
outstanding examples' of systemic education improvement in
States and local communities through existing dissemination
Systems within the Department of Education, includinli through
publications, electronic and telecommunications mediums, con
ferences, and other means;
,
(4) provirk grants to tribal divisions of eduCation for co·
ordination efforts between school reform plans developed for
schools funded by the Bureau and public schools rkscribed in
section 306(g)(2), including tribal activities in support of such
plans;
(5) support national de.monstration projects that unite local
and State educational agencies, institutions of higher edu·
cation, government,' business, and labor in collaborative ar
rangements in orrkr to make educational improvements system
wide; and
(6) support model projects to integrate mUltiple content
standards, if
,
(A) such standaT-ds are approved
by the National Goals Panel for different subject areas, in
order to provUk balanced and coherent instructional pro
grams for all students; and
(B) such projects are appropriate for a wUk range of
diverse circumstances, localities (including both urban and
rural communities), and populations. '
.
- 23
�.(b) RESERVATION OF FuNDS.
(1) IN GENERAL-The Secretary shall use at least 50 per
cent of the funds reseroed each year und.er section 304(a)(2)(A)
to make grants, in accordance with the provisions of section
309(a) that the Secretary determiMs appropriate, and provide
technical and other assistance to urban and rural local edu
cational agencies with large numbers or concentrations of stu
dents who are economically disadvantaged or who have limited
English proficumc:;, to assist such agencies in devek>ping and
implementing local school improvement plans, except that any
school that received funds und.er section 309(a) shall not receive
assistance pursucmt to this paragraph other than technical as
sistance.
(2) SURVEY.-The Secretary Bhalluse not less than
$1,000,000 of the funds reseroed for fiscal year 1994 under sec
tion 304(a)(2)(A) to replicate coordinated services programs that
have been found to be successful in helping students and fami
lies and improving student outcomes, and shall dissemina.te in
forTrUltion about such programs to schools that plan to devek>p
coordinated services programs.
(c) ADMINISTRATION.-Any activities assisted und.er this section
that involve research shall be administered through the. Office of
Educational Research and Improvement.
.
SEC. 315. ASSISTANCE TO THE OUTLYING AR..£AS AND TO THE SEC
RETARY OF THE INTERIOR.
(a) OUTLYING AREAs.
(1) IN GENERAL-Funds reseroed for outlying
areas und.er
section 304(ci.){1)(A) shall be distributed among such areas by
the Secretary according to relative. need of such areas.
. (2) INAPPLICABILITY OF PUBLIC LAW 9S-134.-The provi
sions of Public Law 95-134, permitting the consolidation of
grants to the insular areas, shall not apply to funds received by
such areas und.er this title.
.
(b) SECRETARY OF THE INTERIOR.
(1). IN GENERAL-The funds reseroed for the Secretary of
. the Interior und.er section 304(a)(1)(B) shall be made in a pay
ment which shall be pursuant to an agreement between the Sec
retary and the Secretary of the Interior containing such assur
ances and terms as the Secretary determiMs shall best achieve'
the provisions of this section and this Act. The agreement shall,
at a minimum, contain assurances that- .
.
. (AJ a paMI, asset forth in paragraph (4) of this sub·
Section, shall be established;
(B) a reform and improvement plan, desigMd to in·
\
. crease student learning and assist students in meeting the
National Education Goals, meeting the requirements per
taining to State improvement plans required in section 306
. and providi1l( for the fundamental restructuring and im
provement of elementary and secondary education in
schools fund.ed by the Bureau, shall be developed.· by such
paMl; and
.
..
.
.
(e) the provisions and activities required under ,uch
State improvement p~ns, ,haU be car.
ned out m the same t,me frames and uruler the same con
ditions stipulated for the States in sections 305 and 306
provided that for these purposes, the term ""local edu:
cational agencies" shall be mterpreted to mean "schools
funded by the Bureau".
-
24
�(2) PLAN SPECIFlCS.":"-'The reform and improvement plan
shall include, in addition to the requirements described above
, .
specific provisions f o r - ·
(A) review and incorporation the National Education
Goals and the voluntary nationa cOntent .tandards and
'voluntary national,tudent performance
.tandards", provided that ,uch I"I!.view
shall include tlie issues of cultural and language dif
" ferences; and
.
(B) provision for coordination of the efforts of the Bu
reau with the efforts for school improvement of the States
and local educational agencies in which the schools funded
by the Bureau are l«ated~ including the development of the
partnerships outlined in Section 306(g)(2) of the Act..
(3) PANEL.-{A) To carry out the provisions of this sectiorz,
and to der:elop the plan for system-wide. reform and improve
ment requ,red under the agreement requ,red under paragraph
(1), the Secretary of the Interior shall establish a panel coordi
nated by the Assistant Secretary of the Interior for Indian Af
fairs. Such panel shall consist of.
(i) the Director of the Office of Indian Education Pro·
grams of the Bureau and two heads of other divisions of
such Bureau as the Assistant Secretary shall designate;
(ii) a designee of the Secretary of Education; and
.
(iii) a representative nominated by each of the follou:·
ing.
The organization representing the majority of
teachers and professional personnel in schools operated
by the Bureau.
(II) ~he organizat~n representing the majority of
Mnteachlng personnel In sc1K>ols operated by the Bu
reau, if not the same organization as in subclause (/).
(III). School administrators of schools operated by
the B u r e a u . '
.
.
(N) Education line o{fi.c1!rs l«ated in Bureau area
or agency offices serving schools funded by the Bureau,
(V) The organization representing the majority of
contract or grant schools fUnded by the Bureau 'Mt
servi,,!€ students on the Navajo reservation.
(VI) The organization representing the majority of
contract or grant schools funded by the Bureau serving
students on the Navajo reseruo.tion.
(VII) The. organization representing the school
boards required by statute for schools operated by the
Bureau Mt serving students on the Navajo reservation, .
(VIII) The organization representing the school
boards required by statute for schools funded by the
Bureau serving students on the Navajo reservation_
(B) Including the additional members required by para
graph (4), a majority of the memben of such panel shall. be
from the entities designated under subparagraph (AJ(iii).
,
(4) ADDITIONAL MEMBERS.-In addition, the members of the
panel described in paragraph (3) .hall designate for full memo
bership on the panel four additional'members
(A) one of whom shall be a representative of a national
organization which represenu primarily national Indian
education concerns; and
1
.m
- 25
�(8) three 01 wkom .haU bt choirperS(1ns (or IMir tUs
;,gnees) 01 Indian triba with IICAool, funded by tM Bureau
on tkeir reservations (olMr thon 1M" 'Pffificol/v rep
resented by o'lartizations referred to in pcrC8raph (3), pro
vided that prelere,," lor no lu, than two 0{ tMx membtrs
,hall bt gwen to Intlian tribt, with a ,;,gnifican.t numbtr
01 schools fund«!. by tAt Bureau on Iheir resuvations, or
with a .igni/ica"t per~'Ilo.8e 0( IMir children ,nrolled in
tchools (uivJ.ed by tM Bu.reall_,
'
(c) BUREAU OF INDIAN AFl'AlR$ COST ANALYSIS AND S11Jl)
I£S.
tJ) IN GENERAL.-n.e &eMOry of 1M !nurior '1A4l1 reo
Itrot from the fun,d,s ~ived PUT'luon.t to I/IeCtion 304(aXl){B)
in 1M first and second fiscal ~r for which tM Seereto.ry 01 IN!
I"terior receiues suc/i funds on Ol'nOun.t not tOt%CHd $500,000
lor each ,uch year to provw, IhroUfh a con.troet aecuted, o/tl!r '
open solicitation, with an or,anizatwn or institutionhavi"8 er
UnsiUf upe,unce in IIChool finance, for an analy,,, 0/
(A) tke costs associated with 'lMeti"l 'IM oeOlkmic,
home-living. and residential .ttll'l.d.ord.s of 1M Bureau for
each Bureau (urul.t.d school and onnU4l projections of ,uch
costs, and
(B) the feasibilit~ and desirability 01 chart(in.g the
method o( fin.oncin.g for Bureau funded schools (rom the
weighted stude"t unit (ormula method in effect on tM date
o( en.octment o( this Act to a school-based budget ",stem or
.
other altern.otiUf ",stem 01 fin.onciaJ ,uppon.
(2) COST ~NALYSJS PURPOSE.-The purpose 01 tM cost
an..a.l~sis prol'ided (or in par06raph (J)(A) shall bt to prol,jde
the Bureeu. and the panel describtd in subsection (bJ{3j with
bo.~liru' data T'f'gardin.g the current 'tate oloperation.s funded .
by the Bureau.
Such aMI)'.
sis shall eooluate tke cost, o( providin.g a program in ,o.ch
school operated or .uppo~d by tM Bureau for tM n.ert ,uc·
ceeding a.codemic year and shell brt bcsed on.
(A) tM stan.cL:Jrds eitMr publisMd in the Federal Reg·
ister and effective (or schools funded by the Bureau on the
date 01 en.octment o( tM Improvi1'&i America's Schools, Act
of 1994, or the State or region.olstan.cL:Jrds in effect on such
date (or a Bureau funded school;
rB) the btst projections 01 student eou'I'IJs and demo·
graphi.cs os provided by tM Bureau and os' independentl)
ret.:i.ewed by the organization or institution stlecud 0,.' the
Secretary to perform tM analysis described in this section;
and
(C) the pcy and btlV/it tch.edults and otMr personnel
requirellVnts lor each school operoud by the Burtau, as
.uch pcy and benefit scAtdule, and requirements e:cisted on
the dau 01 ell4Ctmen.t 01 the Improvi"8 Amcri.ca', Schools
Act o( 1~94 .
. (3) F'EAsIBIUTY S7VDY PURPOSE.-(A) TM pu1"'pOllt 01 the'
feasibility an.c.lysi, prcwwd lor in, pcraroph (l}(B) ,h.oll ~ to
thtennilV wketMr it " (tt08ible orad ck,irable lor tM Bureau to
replace or modify tM weighud m.t.iUnt unit (ormula IYltem in
.
effect on tM dau of en4ctment 0/0;" Act.
(8) For tM purposes 01 tM IftUibility on41ysu ck,cribed in
paragraph (l)(B), tM term 'school-bcsed budget IYstem' means
a Irystem bcstd upon an initi41 dttermin.otion, at each school
.iu;ol tM number ol.tucknts who .hall brt ~rvtd at Ike lite,
-
26
�1M needs .of tAose stutknts, 1M Itonda.rds which will best meet
those need8 (including any sUJndards or conditions reflecting
local community input and such community's program), the
personMI pro/f,k MCessary to establish such program and the
cost (deurmiMd on an actual ba.sis)" of funding such a pro
gram. Such a sysum shall inclutk procedures to auregatitthe
deurminations for each school Bite to determiM 1M amount
Meded to fund all Bureau funded schools, to prepare a budget.
submission based upon such aggregate, and to provide for a
mechanism for distributing such sums as may be appropriated
based upon the determination at each school site.
.
·(4) RESULTS REPORT.-The contractor selected shall be re
quired to report the ~sults of analyses provided for in this sec
tion, in aggregate and school-specific form to the cOO_irpersons
and ranAing minority members of the Committee on Education
and Labor and the Committee on Appropriations. of the. House
of Representatives and the Committee on the Indian Affairs and
. the Committee on Appropriations of the Senate, and to the Sec- .
reUJry of the Interior, not later tOOn siz montks after the date
of enactment of the Improving AmeriCa's Schools Act of 1994.
The contractor' sOOIl also be required to provide an estimate of
the costs of meeting the academic and residential standa.rds of
the Bureau for each Bureau funded school for each of the three
, succeeding forward-funded fiscal years following the date of
submission of such report. The contractor sh4l1 provide an esti
mate of such costs to such persons and membf:rs not leur tOOn
January 1 of each succeeding fiscal year.
. (d) SECRETARY OF DEFENSE.-The Secretary shall consult with,
the Secreta? of Defense to ensure that, to the extent practicable, the
purposes 0 this title are applied to the Department of Defense
' .
schools,
(e) GRANTs.-The SecreUJry of the Interior may use not more
than OM percent of the furu:ls receiued pursuant eo section
304(a)(1)(B) in the first and second fiscal year for which the Sec
retary of the Interior receiues such funds for therurpose of provid:
ing grants, if requested by Bureau funded schoo boards. to enable
such school boards to carry out activities of reform planniTif as such
activities are described for States in section 308(b){2)(J), Including
the feasibility of becoming a contract school pursuant to the Indian
Self Determination and Education Assistance Act (25 U.S.c. 450 et
seq.), Dr a grant school pursuant to section 5204 of the Tribally Con
trolled Schools Act of 1988.
..
.
,
(f) STUDY.-In cooperation with the poMI established in sub
section (b)(4), the Secretary of the Interior shall conduct a study to
evaluate the feasibility of contracting with a private management
firm for the operation of OM or more Bureau operated schools to fa·
cilitate the achieuement of the National Education Goals and the ef
ficient use of furu:ls in the education of Indian children, and to re
port to the persons identified in subsection (c)(4) and to the paMI
described in. subsection (b) (3) 'fJ!'JI weer !han 12 months after the
dau of enactment of the Improvua, Amenco's Schools Act of 1994.
SEC. 117. STATE PL.ANNING FOR IMPROVING STUDENT ACHIEVEME1\7
THROUGH INTEGRATION OF TECHNOLOGY INTO THE CUR.
RJCULUM.
'
(a) PURPOSE.-[t is the purpose of this section to auist each
State to pwn effectively for improued student learning in all schools
through the use of uchnology as an integral part of the State im· .
proue~nt plan described in 'section 306.
- 27 -.
�.
.
,
PROGRAM AUTHORlZED.,
(1) AUTHORITY.-The Secretary shall award grants in ac·
cordance with allocations under [X:Jragraph (2) to each ,State
educational agency that, as part of its application under section
305, requests a grant to develop (or continue the development
01), and submits as part of the State improuement plan de·
IICribed in section 306, a systemic statewide pl4.n to increase the
UBI! of state-of-the-o.rt technologies that enhance ekmentary and
secondary student karning and staff deuelopment in support of
the Nation.a1 Education Goals and. State content standards cuad
State student performanct stando.nl.s.
(2) FORJIUI",A-From the amount approprio.Ud pursuant to
the authority of subsection (f) in each
,ear, each State
educational agency with an application approued under section
305 shall receiue a grant under po.ragraph (1) in such year in
an amount determined. on the sarne basis as allotrnents are
made to State educatio~ agencf.u. under subsections (b) and
(c) of section 304 for such year, e:ccept that each such State
shall receive at least $75,000.
."
(3) OUTLYING AREAS.-(A) From the amount appropriated,
pursuant to the authority of subsection (f) for fiscal year 1995,
the Secretary shall reseroe a total of 1 percent 'to provide assist·
once unde'r this section
(i) to the outlying areaS; and
(ii) for the Secretary of the Interior to conduct directly
or through a contract, systemic technology pl4.nning for Bu
reau-funded schools.
,
(8) The, funds reseroed under, subparagraph (A) shall be
distributed .among the outlying areas and the Secretary of the
Interior by the Secretary according to the rel4.tiue need of such
areas and IIChools for assistance under this section.
(b)
,.sial
(c) PLAN O&JECT/VES.-Each State educational
~ency
shall use
funds receiued under this Bl!ction to deuelop and, if the Secretary
has approved the systemic statewide plan, to implement such plan.
.
Such plan shall have as its objectiues(1) the promotion of higher student achieuement through
. the use of technology in education;
(2) the participation of all schools and school districts in
the State, especially those schools and districts with a high per
centage or number of disadvantaged students;
. (3) the deuelDp.ment. and impkmentt;ltion of a cost-effective,
hzgh-speed, statewide, Interoperable, wide-area-communication
educational technology support system for elementary and sec
ondary schools within the State, particularly for such schools in
rural areas; and
(4) the promotion of shared usage of equipment, facilities,
and other technology resources by adult learners during after.
' .
school hours.
(d) PLAN REQUlREMENTS.-A.t a minimum, each systemic state
wide plan shall
(1) be deueloped by a task forCt! that,
(A) includes among its members experts in the edu
cational use of technolOgy and representatiues of the State
panel described in Bl!ction 306(6); and
'
(8) ensures that such pl4.n i8 integrated into tlie State
improuement plan described in section 306;
-
28
�(2) be uveloped in collaboration with the Governor, rep
resentatives of the State kgislature, the State board of edu
cation, institutions of higher «i.ucation, appropriate State agen
cies, local ~ducational Cl6encieiJ, public and private tele
communication entities, parents, public and school libraries,
. students, adult literacy providers, and leaders in the field of
technology, through a proceBB of statewide grassroots outreach
to local educational agencies and schoou in the State;
(3) identify and describe the requirements for introducing
state-of-the-art technologies into the classroom and school Ii
f,lrary in order to enhance «i.ucational curricula, including the
installation and ongoi7l6m4intena~ of basic connections
h4rdware and the necessa.ry support m4te1'i4u;
.
'
(4) describe how the application ofadvanced technologies in
the sc~s. u:ill ~~h4~ ,tr.uJ.e!'l laming, provide greater ac
cess to ,ndwidu.alued &nstructwn,
and help m4/u' P1'061"'eSS
toward the achievement of the National Education Goals:
(S) describe 1a.ow the o"6oi"6 'raini"6 of «i.uca.tional per·
sonnel will be provided;
(6) uscribe the resources neceBB4ry, and procedure., for
providing 07l6.0ing technical G$Sista~ to carry out .uch plan;
(7) provii:le for the dissemination on a statewide basis of u
emplary programs and practice. relating to the use of tech
nology in education;
(8) establish a funding estimate (including a .tatement of
likely funding lO~rces) and a schedule for the i:levelopment and
implementation of such plan;
.
(9) describe how the State ~ducational agency will assess
the impact of implementing such plan on stuiknt achievement
.
and aggregate achievement for schools;
(JO) describe how the State educational agency and local
educational agencies i.n the Stattwill coordinate and cooperate
with business and industry, and with public and private tele
communications entities;
.
(J 1) describe how the State educatiOnal agency wiU promote
the purchase of equipment by local educational agenCleS that,
tL,hen placed in schools, will meet the highest possible level of
interoperability and open system cksign;
(12) ckscribe how the State educational agency will con·
sider· using uisti716 telecommunicatwns infrastructure .and
technology rescurces; .
, .
.
.
(13) describe how the State educational agency will. apply
the uses of technology to meet the needs of children from low·
income families;
.
.
(14) describe the process through which such plan will be
reviewed and updated periodically; and·
.
(15) describe how the State educational agency will facili·
tate collaboration between State liUracy resource centers, local
educational agencies, and adult and family literacy providers,
to ensure th4t technolOl}'can be used by adult and family.lit
r
eracy providers during after school hours.
(e) REPORTS.-Each State educational agency receivi716 a grant
untkr this sectwn .h411 submit a report to the Secretary within 1
year of the date such ~ency submits to the Secretary it. systemic
statewide plan untkr thu; section. Such report shall
(1) uscribe the State's progrtBB toward implementation of
the proviswns of such plan;
(2) describe any rrvisions to ~ State's long-range plans {or
technology; and
- 29
�(3) in.clruk 4ny other in.{ormtltion the Secretary tUenu 4p·
propriate.
.
(f) AUTHORIZATION OF APPROPRIATIONS.-There are authorized
to be approprioted $5,000,000 for fiscal year 1994 to carry out this
section.
.SEC. lIB. PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND
CONTROL.
Nothing in this Act sM.ll be construed to authorize an officer
or employee of the Federal Government to nw.ndate. direct, or con·
trol a Stott, loci:.U educational age1l9, 01' 1Clwol'. curricUlum, pro
,ram of instruction, or allocation 0( Stote 01' local resources or man·
lJate a State or any .ubdivision thereof to spend any funds or incrir
any costs riot paid for ul'llkr this Act.
.
SEC. 119. STATE AND JbCAL GOVERNMENT CONTROL OF EDUCATION.
(a) FINDINGS.-The Congress finds as follows:
.
(1) COrr-Bress is inte,rested in promoting State and local gov·
.
ernment reform efforts r.n. educatIOn.
(2) In Public Law 96-88 the Congress found that education
. is fundamental to the development of individual citizens and
the. progress of the Nation.
(3) In Public Law 96-88 the Congress found that in our
Feckral system the responsibility for education is reserved re
spectively to the States and the local school systems and other
.
instrumentalities of the States.
. (4) In Public U:t.w 96-88 the Congress declared the purpose
of the Department of Education was to supplement. and com·
pument the efforts of States, the local school systems, and other.
instrumentalities of the States, the private sector, public and
private educatioMl institutions, public and private nonprofit
educatioMI research instituiions, community based organiza
tions, parents and'schools to improve the quality of education.
($) With the esto.blishment of the Department of Education,
Congress intended to protect the rights of State and local gov·
ernments and public and private educatioMI institutions in the
areas of educatioMI policies and administration pf programs
and to strengthen and improve the control of such governments
and institutions over their own educatioMI programs and polio
c~
.
.
(6) Public Law 96-88 specified thet the establishment of the
Department of Education shell not increase the authority of the
Federal Government over education or diminish the responsibil
ity for education which is reserved to the States and local
school systenu and otlier instrumentalitieS of the States.
(7) Public Law ~8 specified thet no provision of a pro·
gram administendby the Secretory or by any other officer of
the Department of Health, Education, ancf Welfare shell be con·
.trued to authorize the Secretary or any .uch officer to exercise
any direction, .uperviSion, or control over' the curriculum, pro
gram of instruction; Cldministration, or personMI of any. eelu
ca.tioMI institution, school, or school system, over any accredit
ing agency or association or over the seuction or content of li·
brary resources, te:abools, or other instructional nw.terials by
any educational iMtitution or school system.
-
30
�(h) REAF'F1RM.ATlON.-TM Congress a.greu and reo./fir1n8 tJuzt
tM respon.sibility for control of education is reserved to 1M St4tes
and local school syste1n8 and otMr in.strumentalities of tM States
and tlw.t no action .1u:dJ be t4ken under tM provisiohs of this Act
by tM Federal Government which would, directly or indirectly, im·
pose 8t4ndard8. or requirements of anl kind through tM promulga
tion of rules, regulanon.s, prouision 0( /inancial488istan.ct and oth
erwise,· which would reduce, rMdify, or undercut St4te and local re
spon.sibility for control ofeducation.
.
,
SEC. 110. UltDTATlONS.
(a) PROHIBITED CONDmoNS.--Nothir16
ira .tit is Act ,Iw.U be
construed to require a St4te, a local "educational agency, or a sch.ool,
as.a condition ofreceivir16 088ist4n.ce undet;this title
.
(1) to provide outcomes·based education.; or
(2) to provide eclwol·based Malth 'elira.ic, or any otMr
Malth or Bocial 8erow. •
' . '
(b) LIMITATION ON GoVERNMENT' OFFIClALS.-Nothi1l8 in this
Act shaU be cOn.strued to require or pennit any Federal or State offi·
ci.al.to in.specI a home, judge how porents raise tMir children, or reo
move children from their porents, a.s a result of 1M partiCipation. of
a State, local educational ~ency, or school in any program or actil;'
it:;. carried out under this Act.
.
-
31.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Michael Cohen - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Michael Cohen
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36062">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2012-0160-S
Description
An account of the resource
<p>Michael Cohen held the position of Special Assistant to the President for Education Policy within the Domestic Policy Council from 1996 to 1999. Prior to being detailed to the White House, he served as Senior Advisor to the Secretary of Education.</p>
<p>This series of Subject Files contains materials relating to education reform, the Goals 2000: Educate America Act (1994), America Reads initiative, bi-lingual education and the ballot initiative in California which proposed to eliminate bi-lingual instruction and limit the amount of time for bi-lingual students to transition to English only, test standards, teachers, tribal schools, school safety and school violence. The records include correspondence, reports, faxes, emails, handwritten notes, schedules, publications, and memoranda.</p>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
318 folders in 24 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Goals 2000 [3]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Michael Cohen
Subject Files
Identifier
An unambiguous reference to the resource within a given context
2012-0160-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 8
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0160-S-Cohen.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
8/12/2013
Source
A related resource from which the described resource is derived
2012-0160-S-goals-2000-3
7763316