HR 2505 IH
106th CONGRESS
1st Session
H. R. 2505
To amend the Elementary and Secondary Education Act of 1965 and the
National Education Statistics Act of 1994 to ensure that elementary and
secondary schools prepare girls to compete in the 21st century, and for other
purposes.
IN THE HOUSE OF REPRESENTATIVES
July 14, 1999
Mr. KILDEE (for himself, Mrs. JOHNSON of Connecticut, Ms. WOOLSEY, Mrs.
MORELLA, Mrs. MALONEY of New York, Mr. CLAY, Mr. GEORGE MILLER of California,
Mr. MARTINEZ, Mrs. MINK of Hawaii, Mrs. MCCARTHY of New York, Ms. SANCHEZ, Ms.
DELAURO, Mrs. LOWEY, Mr. HOYER, Ms. PELOSI, Ms. MILLENDER-MCDONALD, Ms.
KILPATRICK, Mrs. CAPPS, Ms. NORTON, and Ms. BALDWIN) introduced the following
bill; which was referred to the Committee on Education and the Workforce
A BILL
To amend the Elementary and Secondary Education Act of 1965 and the
National Education Statistics Act of 1994 to ensure that elementary and
secondary schools prepare girls to compete in the 21st century, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the United
States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the `Educating America's Girls Act'.
SEC. 2. EDUCATION TECHNOLOGY.
(a) TEACHER TECHNOLOGY TRAINING AMENDMENTS-
(1) STATEMENT OF PURPOSE FOR TITLE I- Section 1001(d)(4) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301(d)(4)) is
amended by inserting `, giving attention to the role technology can play in
professional development and improved teaching and learning' before the
semicolon.
(2) SCHOOL IMPROVEMENT- Section 1116(c)(3) of such Act (20 U.S.C.
6317(c)(3)) is amended by adding at the end the following:
`(D) In carrying out professional development under this paragraph a
school shall give attention to professional development that incorporates
technology used to improve teaching and learning.'.
(3) PROFESSIONAL DEVELOPMENT ACTIVITIES- Section 1119(b) of such Act (20
U.S.C. 6320(b)) is amended--
(i) in subparagraph (D), by striking `and' after the
semicolon;
(ii) in subparagraph (E), by striking the period and inserting `;
and'; and
(iii) by adding at the end the following:
`(F) include instruction in the use of technology.'; and
(i) by striking subparagraph (D); and
(ii) by redesignating subparagraphs (E) through (I) as subparagraphs
(D) through (H), respectively.
(4) PURPOSES FOR TITLE II- Section 2002(2) of such Act (20 U.S.C.
6602(2)) is amended--
(A) in subparagraph (E), by striking `and' after the
semicolon;
(B) in subparagraph (F), by striking the period and inserting `; and';
and
(C) by adding at the end the following:
`(G) uses technology to enhance the teaching and learning
process.'.
(5) NATIONAL TEACHER TRAINING PROJECT- Section 2103(b)(2) of such Act
(20 U.S.C. 6623(b)(2)) is amended by adding at the end the following:
(6) LOCAL PLAN AND APPLICATION FOR IMPROVING TEACHING AND LEARNING-
Section 2208(d)(1)(F) of such Act (20 U.S.C. 6648(d)(1)(F)) is amended by
inserting `, technologies,' after `strategies'.
(7) AUTHORIZED ACTIVITIES- Section 2210(b)(2)(C) of such Act (20 U.S.C.
6650(b)(2)(C)) is amended by striking `and practices' and inserting
`practices, and technologies'.
(8) HIGHER EDUCATION ACTIVITIES- Section 2211(a)(1)(C) of such Act (20
U.S.C. 6651(a)(1)(C)) is amended by inserting `, including technological
innovation,' after `innovation'.
(9) SPECIAL CONSIDERATION FOR TITLES I, II, AND III- Part E of title XIV
of such Act (20 U.S.C. 8891 et seq.) is amended by adding at the end the
following:
`SEC. 14515. SPECIAL CONSIDERATION FOR TITLES I, II, AND III.
`In carrying out titles I, II, and III the Secretary shall take into
special consideration the different learning styles and different exposures to
technology for girls, students with disabilities, and students with limited
English proficiency.'.
(b) TECHNOLOGY FOR EDUCATION-
(1) LOCAL APPLICATIONS- Section 3135 of such Act (20 U.S.C. 6845) is
amended--
(i) by redesignating subparagraphs (C) through (H) as subparagraphs
(D) through (I), respectively;
(ii) by inserting after subparagraph (B) the following:
`(C) an explanation of how the local educational agency will take into
special consideration the different learning styles and different
exposures to technology for girls, students with disabilities, and
students with limited English proficiency;'; and
(iii) in subparagraph (F) (as redesignated in clause (i)), by
inserting `, including those resources that will take into special
consideration the different learning styles and different exposures to
technology for girls, students with disabilities, and students with
limited English proficiency' before the semicolon;
(B) in paragraph (3)(B), by inserting `that takes into special
consideration the different learning styles and different exposures to
technology for girls, students with disabilities, and students with
limited English proficiency' after `technology'; and
(i) in subparagraph (A), by striking `and' after the
semicolon;
(ii) by redesignating subparagraph (B) as subparagraph (C);
and
(iii) by inserting after subparagraph (A) the following:
`(B) will take into special consideration the different learning
styles and different exposures to technology for girls, students with
disabilities, and students with limited English proficiency;
and'.
(2) NATIONAL CHALLENGE GRANTS- Section 3136 of such Act (20 U.S.C. 6846)
is amended--
(A) in subsection (a), by adding after paragraph (2) the
following:
`(3) SPECIAL CONSIDERATION- In awarding grants under this section, the
Secretary shall take into special consideration the different learning
styles and different exposures to technology for girls, students with
disabilities, and students with limited English proficiency.'; and
(i) by redesignating paragraphs (3), (4), and (5) as paragraphs (4),
(5), and (6), respectively;
(ii) by inserting after paragraph (2) the following:
`(3) the project will take into special consideration the different
learning styles and different exposures to technology for girls, students
with disabilities, and students with limited English proficiency;';
and
(iii) in paragraph (5) (as redesignated by clause (i)), by inserting
`for girls, students with disabilities, and students with limited
English proficiency' after `subsection'.
(3) REGIONAL TECHNICAL SUPPORT AND PROFESSIONAL DEVELOPMENT- Section
3141(b) of such Act (20 U.S.C. 6861(b)) is amended--
(A) in paragraph (1)(B), by striking `Goals and' and inserting `Goals,
that promote equitable teaching methods, techniques, and practices for
girls, students with disabilities, and students with limited English
proficiency, and that'; and
(i) in subparagraph (B)--
(I) by redesignating clauses (ii) and (iii) as clauses (iii) and
(iv), respectively; and
(II) by inserting after clause (i) the following:
`(ii) provide equitable teaching methods, techniques and practices
for girls, students with disabilities, and students with limited English
proficiency, based on established research;'; and
(ii) in subparagraph (E), by inserting `, including girls, students
with disabilities, and students with limited English proficiency' after
`region'.
(4) EDUCATIONAL TECHNOLOGY PRODUCT DEVELOPMENT- Section 3151 of such Act
(20 U.S.C. 6871) is amended--
(A) in subsection (b)(5)--
(i) by redesignating subparagraphs (E), (F), (G), (H), and (I) as
subparagraphs (F), (G), (H), (I), and (J), respectively; and
(ii) by inserting after subparagraph (D) the following:
`(E) take into special consideration the different learning styles and
different exposures to technology for girls, students with disabilities,
and students with limited English proficiency;';
(B) by redesignating subsections (c) and (d) as subsections (d) and
(e), respectively; and
(C) by inserting after subsection (b) the following:
`(c) SPECIAL CONSIDERATION- In approving grants under this section, the
Secretary shall take into special consideration the different learning styles
and different exposures to technology for girls, students with disabilities,
and students with limited English proficiency.'.
(5) STAR SCHOOLS GRANTS- Section 3204(a)(2) of such Act (20 U.S.C.
6894(a)(2)) is amended by inserting `that takes into special consideration
the different learning styles and different exposures to technology for
girls, students with disabilities, and students with limited English
proficiency' after `programming'.
(c) FUND FOR THE IMPROVEMENT OF EDUCATION- Section 10101(b)(1)(M) of such
Act (20 U.S.C. 8001(b)(1)(M)) is amended by inserting `, and programs designed
to promote education technology that take into special consideration the
different learning styles and different exposures to technology for girls,
students with disabilities, and students with limited English proficiency,'
after `gender equity in education'.
SEC. 3. TEACHER TRAINING IN TECHNOLOGY.
(a) PURPOSE- It is the purpose of this section to assist consortia of
public and private entities in carrying out projects that prepare prospective
elementary school and secondary school teachers to use advanced technology to
foster learning environments conducive to preparing all students to achieve to
challenging State and local content and student performance standards.
(1) IN GENERAL- The Secretary, through the Office of Educational
Technology, is authorized to award grants to and enter into contracts or
cooperative agreements with eligible consortia to assist the eligible
consortia in developing or redesigning teacher preparation programs that
enable prospective elementary school and secondary school teachers to use
technology effectively in their classrooms. The Secretary shall award the
grants, contracts and cooperative agreements on a competitive basis.
(2) PERIOD OF AWARD- The Secretary may award grants and enter into
contracts or cooperative agreements under this section for a period of not
more than 5 years.
(1) DEFINITION OF ELIGIBLE CONSORTIUM- In this section, the term
`eligible consortium' means a consortium that includes--
(A) at least 1 institution of higher education that offers a
baccalaureate degree and prepares elementary school and secondary school
teachers for their initial entry into teaching;
(B) at least 1 State educational agency or local educational agency;
and
(C) may include 1 of the following entities:
(i) an institution of higher education (other than the institution
described in subparagraph (A));
(ii) a school or department of education at an institution of higher
education;
(iii) a school or college of arts and sciences at an institution of
higher education; and
(iv) a professional association, foundation, museum, library,
for-profit business, public or private nonprofit organization,
community-based organization, or other entity with the capacity to
contribute to the technology-related reform of teacher preparation
programs.
(2) APPLICATION REQUIREMENTS- In order to receive a grant or enter into
a contract or cooperative agreement under this section, an eligible
consortium shall submit an application to the Secretary at such time, in
such manner and containing such information as the Secretary may require.
The application shall include--
(A) a description of the proposed project, including how the project
will ensure that individuals participating in the project will be prepared
to use technology to create learning environments conducive to preparing
all students to achieve to challenging State and local content and student
performance standards;
(i) the commitment, including the financial commitment, of each of
the members of the eligible consortium; and
(ii) the active support of the leadership of each member of the
eligible consortium for the proposed project;
(C) a description of how each member of the eligible consortium will
be included in project activities;
(D) a description of how the project will continue after the Federal
funding awarded under this section terminates; and
(E) a plan for the evaluation of the project, which shall include
benchmarks to monitor progress toward specific project
objectives.
(3) MATCHING REQUIREMENTS-
(A) IN GENERAL- The Federal share of the cost of any project funded
under this section shall not exceed 50 percent. Except as provided in
subparagraph (B), the non-Federal share of such project may be in cash or
in kind, fairly evaluated, including services.
(B) ACQUISITION OF EQUIPMENT- Not more than 10 percent of the funds
awarded for a project under this section may be used to acquire equipment,
networking capabilities or infrastructure, and the non-Federal share of
the cost of any such acquisition shall be in cash.
(1) REQUIRED USES- An eligible consortium shall use funds provided under
this section for--
(A) creating projects that enable prospective teachers to use advanced
technology to create learning environments conducive to preparing all
students to achieve to challenging State and local content and student
performance standards; and
(B) evaluating the effectiveness of the project.
(2) PERMISSIBLE USES- An eligible consortium may use funds provided
under this section for activities that carry out the purpose of this
section, such as--
(A) developing and implementing high-quality teacher preparation
programs that enable elementary school and secondary school teachers
to--
(i) learn the full range of resources that can be accessed through
the use of technology;
(ii) integrate a variety of technologies into the classroom in order
to expand students' knowledge;
(iii) evaluate educational technologies and their potential for use
in instruction; and
(iv) help students develop their own technical skills and digital
learning environments;
(B) developing alternative teacher development paths that provide
elementary schools and secondary schools with well-prepared,
technology-proficient educators, that have demonstrated such
proficiency;
(C) developing performance-based standards and aligned assessments to
measure the capacity of prospective teachers to use technology effectively
in their classrooms;
(D) providing technical assistance to other teacher preparation
programs;
(E) developing and disseminating resources and information in order to
assist institutions of higher education to prepare teachers to use
technology effectively in their classrooms; and
(F) acquiring equipment, networking capabilities, and infrastructure
to carry out the project.
(e) AUTHORIZATION OF APPROPRIATIONS- There are authorized to be
appropriated to carry out this subsection $75,000,000 for fiscal year 2000 and
such sums as may be necessary for each of the 4 succeeding fiscal years.
SEC. 4. GETTING OUR GIRLS READY FOR THE 21ST CENTURY GRANTS.
Part A of title III of the Elementary and Secondary Act of 1965 is amended
by adding at the end the following new subpart:
`Subpart 5--Grants to Schools
`SEC. 3161. SHORT TITLE.
`This subpart may be cited as the `Getting Our Girls Ready for the 21st
Century Act (Go Girl Act)'.
`SEC. 3162. FINDINGS.
`Congress finds the following:
`(1) Women have historically been underrepresented in mathematics,
science, and technology occupations.
`(2) Female students take fewer high-level mathematics and science
courses in high school than male students.
`(3) Female students take far fewer advanced computer classes and tend
to take only the basic data entry and word processing classes compared to
courses that male students take.
`(4) Female students earn fewer bachelors, masters, and doctoral degrees
in mathematics, science, and technology than male students.
`(5) Early career exploration is key to choosing a career.
`(6) Teachers' attitudes, methods of teaching, and classroom atmosphere
affect females' interest in nontraditional fields.
`(7) Stereotypes about appropriate careers for females, a lack of female
role models, and a lack of basic career information significantly deters
girls' interest in mathematics, science, and technology careers.
`(8) Females consistently rate themselves significantly lower than males
in computer ability.
`(9) By the year 2000, 65 percent of all jobs will require technological
skills.
`(10) Limited access is a hurdle faced by females seeking jobs in
mathematics, science, and technology.
`(11) Common recruitment and hiring practices make extensive use of
traditional networks that often overlook females.
`SEC. 3163. PROGRAM AUTHORITY.
`(a) IN GENERAL- The Secretary is authorized to provide grants to and
enter into contracts or cooperative agreements with local educational agencies
to provide subgrants to elementary and secondary schools to encourage the
ongoing interest of girls in science, mathematics, and technology and to
prepare girls to pursue undergraduate and graduate degrees and careers in
science, mathematics, or technology.
`(1) IN GENERAL- To be eligible to receive a grant under this subpart, a
local educational agency shall submit an application to the Secretary at
such time, in such form, and containing such information as the Secretary
may reasonably require.
`(2) CONTENTS- The application referred to in paragraph (1) shall
contain, at a minimum, the following:
`(A) A specific program description, including the content of the
program and the research and models used to design the program.
`(B) A description of the collaboration between elementary and
secondary schools to fulfill goals of the program.
`(C) An explanation regarding the recruitment and selection of
participants.
`(D) A description of the instructional and motivational activities
planned to be used.
`SEC. 3164. ELEMENTARY SCHOOL PROGRAM.
`(a) SELECTION- Local educational agencies shall select elementary schools
to provide services that--
`(1) encourage girls in grades 4 and higher to enjoy and pursue studies
in science, mathematics, and technology;
`(2) acquaint girls in grades 4 and higher with careers in science,
mathematics, and technology; and
`(3) educate the parents of girls in grades 4 and higher about the
difficulties faced by girls to maintain an interest and desire to achieve in
science, mathematics, and technology and enlist the help of the parents in
overcoming these difficulties.
`(b) USES OF FUNDS- An elementary school that receives a subgrant under
this subpart may use such funds for the following:
`(1) Tutoring in reading, science, mathematics, and technology.
`(2) Mentoring relationships, both in-person and through the
Internet.
`(3) To pay the costs of attending events and academic programs in
science, mathematics, and technology.
`(4) After-school activities designed to encourage the interest of girls
in grades 4 and higher in science, mathematics, and technology.
`(5) Summer programs designed to encourage interest in and develop
skills in science, mathematics, and technology.
`(6) Purchasing software designed for girls, or designed to encourage
girls' interest in science, mathematics, and technology.
`(7) Field trips to locations that educate and encourage girls' interest
in science, mathematics, and technology.
`(8) Field trips to locations that acquaint girls with careers in
science, mathematics, and technology.
`(9) Purchasing and disseminating information to parents of girls in
grades 4 and higher that will help parents to encourage their daughters'
interest in science, mathematics, and technology.
`SEC. 3165. SECONDARY SCHOOL PROGRAM.
`(a) SUBGRANTS TO SECONDARY SCHOOLS- Local educational agencies shall
select secondary schools to provide services that--
`(1) encourage girls in grades 9 and higher to major in science,
mathematics, and technology in a postsecondary institution;
`(2) provide academic advice and assistance in high school course
selection;
`(3) encourage girls in grades 9 and higher to plan for careers in
science, mathematics, and technology; and
`(4) educate the parents of girls in grades 9 and higher about the
difficulties faced by girls to maintain an interest and desire to achieve in
science, mathematics, and technology and enlist the help of the parents in
overcoming these difficulties.
`(b) USES OF FUNDS- A secondary school that receives a subgrant under this
subpart may use such funds for the following:
`(1) Tutoring in science, mathematics, and technology.
`(2) Mentoring relationships, both in-person and through the
Internet.
`(3) To pay the costs of attending events and academic programs in
science, mathematics, and technology.
`(4) To pay 50 percent of the cost of an internship in science,
mathematics, or technology.
`(5) After-school activities designed to encourage the interest of girls
in grades 9 and higher in science, mathematics, and technology, including
the cost of that portion of a staff salary to supervise these
activities.
`(6) Summer programs designed to encourage interest in and develop
skills in science, mathematics, and technology.
`(7) Purchasing software designed for girls, or designed to encourage
girls' interest in science, mathematics, and technology.
`(8) Field trips to locations that educate and encourage girls' interest
in science, mathematics, and technology.
`(9) Field trips to locations that acquaint girls with careers in
science, mathematics, and technology.
`(10) Visits to institutions of higher education to acquaint girls with
college-level programs in science, mathematics, or technology, and to meet
with educators and female college students who will encourage them to pursue
degrees in science, mathematics, and technology.
`SEC. 3166. DEFINITIONS.
`(1) The term `local educational agency' has the same meaning given such
term in section 14101 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 8801), except that in the case of Hawaii, the District of
Columbia, and the Commonwealth of Puerto Rico, the term `local educational
agency' shall be deemed to mean the State educational agency.
`(2) The term `Secretary' means the Secretary of Education.
`SEC. 3167. AUTHORIZATION OF APPROPRIATIONS.
`For the purpose of making grants and contracts under this subpart, there
are authorized to be appropriated $50,000,000 for fiscal year 2000 and such
sums as may be necessary for each of the 4 succeeding fiscal years.'.
SEC. 5. SCHOOL SAFETY FOR GIRLS.
(a) SEXUAL HARASSMENT PREVENTION TRAINING GRANTS-
(1) SHORT TITLE- This subsection may be cited as the `Sexual Harassment
Prevention Training Grants Act'.
(2) FINDINGS- Congress makes the following findings:
(A) Sexual harassment in schools is an illegal form of discrimination
on the basis of sex banned under title IX of the Education Amendment of
1972.
(B) The vast majority of secondary school students experience some
form of sexual harassment.
(C) Girls are disproportionately affected by sexual
harassment.
(D) The American Association of University Women Educational
Foundation's 1993 survey of 8th through 11th grade students on sexual
harassment in schools, entitled `Hostile Hallways', found that--
(i) 85 percent of girls experienced some form of sexual
harassment;
(ii) 65 percent of girls who have been harassed were harassed in the
classroom; and
(iii) 81 percent of girls who have been harassed do not report the
harassment to adults.
(E) A 1996 University of Michigan study showed that sexual harassment
can result in academic problems such as paying less attention in class.
The study found that--
(i) 33 percent of girls do not want to go to school at all due to
the stress and anxiety the girls suffer as a result of sexual
harassment; and
(ii) nearly 1 in 4 girls report that harassment caused the girls to
stay home from school or cut a class.
(F) Schools have not responded well to the issue of sexual
harassment.
(G) Few schools have or effectively enforce sexual harassment
policies.
(H) The least progress has been made in the area of sexual harassment
compared to any other gender equity issue in education.
(3) STATEMENT OF PURPOSES- It is the purpose of this subsection
to--
(A) train teachers and administrators in identifying and preventing
sexual harassment; and
(B) reduce the incidence of sexual harassment in elementary schools
and secondary schools.
(4) PROGRAM AUTHORITY; AUTHORIZATION OF APPROPRIATIONS-
(A) PROGRAM AUTHORITY- The Secretary is authorized to carry out a
program of awarding grants to eligible grant recipients to enable the
eligible grant recipients to train teachers and administrators in
identifying and preventing sexual harassment.
(B) ELIGIBLE GRANT RECIPIENTS- The Secretary is authorized to award
grants under this section to State educational agencies, local educational
agencies, or other private and public agencies and organizations for the
planning, developing, or carrying out the activities described in
paragraph (1).
(C) AUTHORIZATION OF APPROPRIATIONS- There are authorized to be
appropriated to carry out this subsection $10,000,000 for fiscal year
2000, and such sums as may be necessary for each of the 4 succeeding
fiscal years.
(b) ESEA AMENDMENTS- Title IV of such Act (20 U.S.C. 7101 et seq.) is
amended--
(1) in section 4113(d)(2)(C)(ii) (20 U.S.C. 7113(d)(2)(C)(ii))--
(A) in subclause (VIII), by striking `and' after the
semicolon;
(B) in subclause (IX), by striking the period and inserting `; and';
and
(C) by adding at the end the following:
`(X) high rates of reported incidences of sexual harassment and
abuse.';
(2) in section 4114(c) (20 U.S.C. 7114(c))--
(A) by redesignating paragraphs (10), (11), and (12) as paragraphs
(11), (12), and (13), respectively; and
(B) by inserting after paragraph (9) the following:
`(10) developing and implementing strategies and programs to greatly
reduce the incidence of sexual harassment and abuse and to encourage
positive and respectful interactions between girls and boys;';
(3) in section 4116(a)(1) (20 U.S.C. 7116(a)(1))--
(A) in subparagraph (B), by striking `and' after the
semicolon;
(B) by redesignating subparagraph (C) as subparagraph (D);
and
(C) by inserting after subparagraph (B) the following:
`(C) greatly reduce the incidence of sexual harassment and abuse;
and'; and
(4) in section 4117(a)(2)(A) (20 U.S.C. 7117(a)(2)(A)), by inserting `,
including sexual harassment and abuse,' after `violence'.
SEC. 6. HIGH SCHOOL ATHLETIC PROGRAM DATA.
(a) FINDINGS- Congress makes the following findings:
(1) Girls who play sports have better physical and emotional health than
girls who do not play sports.
(2) Involvement in sports leads to higher self-esteem, positive
attitudes toward school, and less destructive behavior.
(3) Sports build girls' confidence, sense of physical empowerment, and
social recognition within the school and community.
(4) Higher rates of athletic participation are associated with lower
rates of sexual activity and pregnancy.
(5) Physical activity is linked to lower rates of heart disease, breast
cancer, and osteoporosis in later life.
(6) Girls in secondary school who participate in team sports are--
(A) 40 percent less likely to drop out of school;
(B) 33 percent less likely to become pregnant; and
(C) less likely to smoke cigarettes.
(7) By secondary school graduation, girls are less prone to have elected
physical education and are twice as likely to be inactive as boys.
(8) Girls who are not involved in physical activity by age 10 have only
a 10 percent chance of being athletic when the girls are 25.
(9) Students involved in extracurricular activities, such as secondary
school sports, were 3 times as likely to perform in the top quartile on
mathematics and reading assessments.
(10) 80 percent of female managers of Fortune 500 companies have a
sports background.
(b) AMENDMENTS- Section 404(a)(1) of the National Education Statistics Act
of 1994 (20 U.S.C. 9003(a)(1)) is amended--
(1) by redesignating subparagraphs (G), (H), and (I) as subparagraphs
(H), (I), and (J), respectively; and
(2) by inserting after subparagraph (F) the following new
subparagraph:
`(G) the participation, by gender, of secondary school students in
physical education and athletic programs;'.
SEC. 7. DROPOUT PREVENTION FOR PREGNANT AND PARENTING TEENAGERS.
(a) FINDINGS- Congress makes the following findings:
(1) Five out of every 100 young adults enrolled in secondary school in
1996 left school without successfully completing a secondary school
program.
(2) In October of 1997, 3,600,000 young adults, or 11 percent of young
adults between the ages of 16 and 24 in the United States, were neither
enrolled in a secondary school program nor had the young adults completed
secondary school.
(3) Girls who drop out of school are less likely to return and complete
school than boys.
(4) The United States has the highest teenage pregnancy rate of any
industrialized nation.
(5) Almost 1,000,000 teenagers become pregnant each year and 80 percent
of the pregnancies are unintended.
(6) Pregnancy and parenting account for half of the female school
dropout rate and for 1/4 of the school dropout rate for all students.
(7) Two-thirds of girls who give birth before age 18 will not complete
secondary school.
(8) The younger the adolescent is when she becomes pregnant, the more
likely it is that she will not complete secondary school.
(b) ESEA AMENDMENTS- The Elementary and Secondary Education Act of 1965
(20 U.S.C. 6301 et seq.) is amended--
(1) in section 5404(d) (20 U.S.C. 7264(d))--
(A) in paragraph (1), by striking `and' after the semicolon;
(B) by redesignating paragraph (2) as paragraph (3); and
(C) by inserting after paragraph (1) the following new
paragraph:
`(2) provisions that emphasize mentoring and other support services for
pregnant and parenting teenagers; and';
(2) in section 10905 (20 U.S.C. 8245)--
(A) by redesignating paragraphs (10), (11), (12), and (13), as
paragraphs (11), (12), (13), and (14), respectively; and
(B) by inserting after paragraph (9) the following:
`(10) mentoring and other support services for pregnant and parenting
teenagers to encourage the teenagers to stay in school.';
(3) in section 11001(a) (20 U.S.C. 8401(a))--
(A) in paragraph (2), by inserting `teenage pregnancy,' after `gang
violence,'; and
(B) in paragraph (4), by inserting `and so that children will be
discouraged from dropping out of school' before the period; and
(4) in section 11004(c) (20 U.S.C. 8404(c))--
(A) in paragraph (1), by inserting `and an assessment of the needs of
children requiring specialized comprehensive services such as students who
are pregnant or parenting' after `foster children'; and
(B) in paragraph (7), by inserting `, or families with pregnant or
parenting children in school,' after `families'.
SEC. 8. WOMEN'S EDUCATIONAL EQUITY.
Part B of title V of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 7231 et seq.) is amended to read as follows:
`SEC. 5201. SHORT TITLE; FINDINGS.
`(a) SHORT TITLE- This part may be cited as the `Women's Educational
Equity Act of 1999'.
`(b) FINDINGS- Congress finds that--
`(1) since the enactment of title IX of the Education Amendments of
1972, women and girls have made strides in educational achievement and in
their ability to avail themselves of educational opportunities;
`(2) because of funding provided under the Women's Educational Equity
Act of 1994, more curricula, training, and other educational materials
concerning educational equity for women and girls are available for national
dissemination;
`(3) teaching and learning practices in the United States are frequently
inequitable as such practices relate to women and girls, for example--
`(A) sexual harassment, particularly that experienced by girls,
undermines the ability of schools to provide a safe and equitable learning
or workplace environment;
`(B) classroom textbooks and other educational materials do not
sufficiently reflect the experiences, achievements, or concerns of women
and, in most cases, are not written by women or persons of color;
`(C) girls do not take as many mathematics and science courses as
boys, girls lose confidence in their mathematics and science ability as
girls move through adolescence, and there are few women role models in the
sciences;
`(D) the low number of girls taking higher level computer science
courses leading to technical careers, and the low degree of participation
of women in the development of education technology, will perpetuate a
cycle of disadvantage for girls in elementary schools and secondary
schools as technology is increasingly integrated into the classroom;
and
`(E) pregnant and parenting teenagers are at high risk for dropping
out of school and existing dropout prevention programs do not adequately
address the needs of such teenagers;
`(4) efforts to improve the quality of public education also must
include efforts to ensure equal access to quality education programs for all
women and girls;
`(5) Federal support not only should address research and development of
innovative model curricula and teaching and learning strategies to promote
gender equity, but also should assist schools and local communities to
implement gender-equitable practices;
`(6) Federal assistance for gender equity must be tied to systemic
reform, involve collaborative efforts to implement effective gender
practices at the local level, and encourage parental participation;
and
`(7) excellence in education, high educational achievements and
standards, and the full participation of women and girls in American
society, cannot be achieved without educational equity for women and
girls.
`SEC. 5202. STATEMENT OF PURPOSES.
`It is the purpose of this part--
`(1) to promote gender equity in education in the United States;
`(2) to provide financial assistance to enable educational agencies and
institutions to meet the requirements of title IX of the Education
Amendments of 1972; and
`(3) to promote equity in education for women and girls who suffer from
multiple forms of discrimination on the basis of sex and race, ethnic
origin, limited English proficiency, disability, socioeconomic status, or
age.
`SEC. 5203. PROGRAMS AUTHORIZED.
`(a) IN GENERAL- The Secretary is authorized--
`(1) to promote, coordinate, and evaluate gender equity policies,
programs, activities, and initiatives in all Federal education programs and
offices;
`(2) to develop, maintain, and disseminate materials, resources,
analyses, and research relating to education equity for women and
girls;
`(3) to provide information and technical assistance to assure the
effective implementation of gender equity programs;
`(4) to coordinate gender equity programs and activities with other
Federal agencies with jurisdiction over education and related
programs;
`(5) to assist the Assistant Secretary for Educational Research and
Improvement in identifying research priorities related to education equity
for women and girls; and
`(6) to perform any other activities consistent with achieving the
purposes of this part.
`(1) IN GENERAL- The Secretary is authorized to make grants to, and
enter into contracts and cooperative agreements with, public agencies,
private nonprofit agencies, organizations, institutions, student groups,
community groups, and individuals, for a period not to exceed 4
years--
`(A) to develop model gender equity programs; and
`(B) for the implementation of gender equity programs in schools
throughout the Nation.
`(2) SUPPORT AND TECHNICAL ASSISTANCE- To achieve the purposes of this
part, the Secretary is authorized to provide support and technical
assistance--
`(A) to implement effective gender equity policies and programs at all
educational levels, including--
`(i) assisting educational agencies and institutions to implement
policies and practices to comply with title IX of the Education
Amendments of 1972;
`(ii) training for teachers, counselors, administrators, and other
school personnel, especially preschool and elementary school personnel,
in gender equitable teaching and learning practices;
`(iii) leadership training for women and girls to develop
professional and marketable skills to compete in the global marketplace,
improve self-esteem, and benefit from exposure to positive role
models;
`(iv) school-to-work transition programs, guidance and counseling
activities, and other programs to increase opportunities for women and
girls to enter a technologically demanding workplace and, in particular,
to enter highly skilled, high paying careers in which women and girls
have been underrepresented;
`(v) enhancing educational and career opportunities for those women
and girls who suffer multiple forms of discrimination on the basis of
sex and race, ethnic origin, limited English proficiency, disability,
socioeconomic status, or age;
`(vi) assisting pregnant students and students rearing children to
remain in or to return to secondary school, graduate, and prepare their
preschool children to start school;
`(vii) evaluating exemplary model programs to assess the ability of
such programs to advance educational equity for women and
girls;
`(viii) introduction into the classroom of textbooks, curricula, and
other materials designed to achieve equity for women and
girls;
`(ix) programs and policies to address sexual harassment and
violence against women and girls and to ensure that educational
institutions are free from threats to the safety of students and
personnel;
`(x) nondiscriminatory tests of aptitude and achievement and of
alternative assessments that eliminate biased assessment instruments
from use;
`(xi) programs to increase educational opportunities, including
higher education, vocational training, and other educational programs
for low-income women, including underemployed and unemployed women, and
women receiving assistance under part A of title IV of the Social
Security Act;
`(xii) programs to improve representation of women in educational
administration at all levels; and
`(xiii) planning, development, and initial implementation
of--
`(I) comprehensive institutional or districtwide evaluation to
assess the presence or absence of gender equity in educational
settings;
`(II) comprehensive plans for implementation of gender equity
programs in State and local educational agencies and institutions of
higher education, including community colleges; and
`(III) innovative approaches to school-community partnerships for
educational equity for women and girls; and
`(B) for research and development, which shall be coordinated with
each of the research institutes of the Office of Educational Research and
Improvement to avoid duplication of research efforts, designed to advance
gender equity nationwide and to help make policies and practices in
educational agencies and institutions, and local communities, gender
equitable, including--
`(i) research and development of innovative strategies and model
training programs for teachers and other education
personnel;
`(ii) the development of high quality and challenging assessment
instruments that are nondiscriminatory;
`(iii) the development and evaluation of model curricula, textbooks,
software, and other educational materials to ensure the absence of
gender stereotyping and bias;
`(iv) the development of instruments and procedures that employ new
and innovative strategies to assess whether diverse educational settings
are gender equitable;
`(v) the development of instruments and strategies for evaluation,
dissemination, and replication of promising or exemplary programs
designed to assist local educational agencies in integrating gender
equity in their educational policies and practices;
`(vi) updating high quality educational materials previously
developed through awards made under this part;
`(vii) the development of policies and programs to address and
prevent sexual harassment and violence to ensure that educational
institutions are free from threats to safety of students and
personnel;
`(viii) the development and improvement of programs and activities
to increase opportunity for women, including continuing educational
activities, vocational education, and programs for low-income women,
including underemployed women, unemployed women, and women receiving
assistance under part A of title IV of the Social Security Act;
and
`(ix) the development of guidance and counseling activities,
including career education programs, designed to ensure gender
equity.
`SEC. 5204. APPLICATIONS.
`Each entity desiring assistance under this part shall submit to the
Secretary an application at such time, in such manner, and accompanied by such
information as the Secretary may require. Each application shall--
`(1) set forth policies and procedures that will ensure a comprehensive
evaluation of the activities assisted under this part, including an
evaluation of the practices, policies, and materials used by the applicant
and an evaluation or estimate of the continued significance of the work of
the project following completion of the award period;
`(2) where appropriate, demonstrate how funds received under this part
will be used to promote the attainment of 1 or more of the National
Education Goals;
`(3) demonstrate how the applicant will address perceptions of gender
roles based on cultural differences or stereotypes;
`(4) where appropriate, describe how funds under this part will be used
in a manner that is consistent with programs under the School-to-Work
Opportunities Act of 1994;
`(5) for applications for assistance under section 5203(b)(1),
demonstrate how the applicant will foster partnerships and, where
applicable, share resources with State educational agencies, local
educational agencies, institutions of higher education, community-based
organizations (including organizations serving women), parent, teacher, and
student groups, businesses, or other recipients of Federal educational
funding (which may include State literacy resource centers);
`(6) for applications for assistance under section 5203(b)(1),
demonstrate how parental involvement in the project will be encouraged;
and
`(7) for applications for assistance under section 5203(b)(1), describe
plans for continuation of the activities assisted under this part with local
support following completion of the grant period and termination of Federal
support under this part.
`SEC. 5205. CRITERIA AND PRIORITIES.
`(a) CRITERIA AND PRIORITIES- The Secretary shall establish separate
criteria and priorities for awards under paragraphs (1) and (2) of section
5203(b) to ensure that funds under this part are used for programs that most
effectively achieve the purposes of this part.
`(b) CRITERIA- The criteria described in subsection (a) may include the
extent to which the activities assisted under this part--
`(1) address the needs of women and girls of color and women and girls
with disabilities;
`(2) meet locally defined and documented educational equity needs and
priorities, including compliance with title IX of the Education Amendments
of 1972;
`(3) are a significant component of a comprehensive plan for educational
equity and compliance with title IX of the Education Amendments of 1972 in
the particular school district, institution of higher education,
vocational-technical institution, or other educational agency or
institution; and
`(4) implement an institutional change strategy with long-term impact
that will continue as a central activity of the applicant after the grant
under this part has terminated.
`(c) PRIORITIES- In approving applications under this part, the Secretary
may give priority to applications--
`(1) submitted by applicants that have not received assistance under
this part or under part C of title IX of this Act (as such part was in
effect on October 1, 1988);
`(2) for projects that will contribute significantly to directly
improving teaching and learning practices in the local community; and
`(3) for projects that will--
`(A) provide for a comprehensive approach to enhancing gender equity
in educational institutions and agencies;
`(B) draw on a variety of resources, including the resources of local
educational agencies, community-based organizations, institutions of
higher education, and private organizations;
`(C) implement a strategy with long-term impact that will continue as
a central activity of the applicant after the grant under this part has
terminated;
`(D) address issues of national significance that can be duplicated;
and
`(E) address the educational needs of women and girls who suffer
multiple forms of discrimination on the basis of sex and race, ethnic
origin, limited English proficiency, disability, socioeconomic status, or
age.
`(d) SPECIAL RULE- To the extent feasible, the Secretary shall ensure that
grants awarded under this part for each fiscal year address--
`(1) all levels of education, including preschool, elementary and
secondary education, higher education, vocational education, and adult
education;
`(2) all regions of the United States; and
`(3) urban, rural, and suburban educational institutions.
`(e) COORDINATION- Research activities supported under this part--
`(1) shall be carried out in consultation with the Office of Educational
Research and Improvement to ensure that such activities are coordinated with
and enhance the research and development activities supported by such
office; and
`(2) may include collaborative research activities which are jointly
funded and carried out with the Office of Educational Research and
Improvement.
`(f) LIMITATION- Nothing in this part shall be construed as prohibiting
men and boys from participating in any programs or activities assisted with
funds provided under this part.
`SEC. 5206. REPORT.
`The Secretary, not later than January 1, 2004, shall submit to the
President and Congress a report on the status of educational equity for girls
and women in the Nation.
`SEC. 5207. ADMINISTRATION.
`(a) EVALUATION; DISSEMINATION; REPORT- The Secretary--
`(1) shall evaluate, in accordance with section 14701, materials and
programs developed under this part;
`(2) shall disseminate materials and programs developed under this part;
and
`(3) shall report to Congress regarding such evaluation, materials and
programs not later than January 1, 2003.
`(b) PROGRAM OPERATIONS- The Secretary shall ensure that the activities
assisted under this part are administered within the Department by a person
who has recognized professional qualifications and experience in the field of
gender equity education.
`SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.
`For the purpose of carrying out this part, there are authorized to be
appropriated $5,000,000 for fiscal year 2000 and such sums as may be necessary
for each of the 4 succeeding fiscal years, of which not less than 2/3 of the
amount appropriated under this section for each fiscal year shall be available
to carry out the activities described in section 5203(b)(1).'.
SEC. 9. DEFINITIONS.
The terms used in this Act have the meanings given the terms in section
14101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
8801).
END