S 1264 IS

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.

June 22, 1999

Ms. SNOWE (for herself and Mr. KENNEDY) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions

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--

(A) in paragraph (1)--

(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

(B) in paragraph (2)--

(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:

`(J) Technology.'.

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages.'.

(b) TECHNOLOGY FOR EDUCATION-

(1) LOCAL APPLICATIONS- Section 3135 of such Act (20 U.S.C. 6845) is amended--

(A) in paragraph (1)--

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages;'; and

(iii) in subparagraph (F) (as redesignated in clause (i)), by inserting `, including those resources that will take into special consideration the different learning needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages' before the semicolon;

(B) in paragraph (3)(B), by inserting `that takes into special consideration the different learning needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages' after `technology'; and

(C) in paragraph (4)--

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages; 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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages.'; and

(B) in subsection (c)--

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages;'; and

(iii) in paragraph (5) (as redesignated by clause (i)), by inserting `by girls and students who have economic and educational disadvantages' 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 and students who have economic and educational disadvantages and that'; and

(B) in paragraph (2)--

(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 and students who have economic and educational disadvantages based on established research;'; and

(ii) in subparagraph (E), by inserting `, including girls and students who have economic and educational disadvantages' 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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages;';

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages.'.

(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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages' 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 needs for and exposures to technology for all students, including girls and students who have economic and educational disadvantages,' 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.

(b) PROGRAM AUTHORITY-

(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.

(c) ELIGIBILITY-

(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) at least 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;

(iv) a private elementary school or secondary school; and

(v) 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;

(B) a demonstration of--

(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.

(d) USES OF FUNDS-

(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;

(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. HIGH TECHNOLOGY FOR GIRLS.

(a) SHORT TITLE- This section may be cited as the `High Technology for Girls Act'.

(b) PROFESSIONAL DEVELOPMENT ACTIVITIES- Section 1119(b)(2) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6320(b)(2)) is amended--

(1) in subparagraph (H), by striking `and' after the semicolon;

(2) in subparagraph (I), by striking the period and inserting `; and'; and

(3) by adding at the end the following:

`(J) instruction, which may include instruction developed in partnership with a business, an industry or an institution of higher education, to encourage and enable students, including young women, to pursue demanding careers and higher education degrees in mathematics, science, engineering and technology, including the development of mentoring programs, model programs or other programs.'.

(c) NATIONAL TEACHER TRAINING PROJECT- Section 2103(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6623(b)(1)) is amended--

(1) by redesignating subparagraphs (B) and (C) as subparagraphs (C) and (D), respectively; and

(2) by inserting after subparagraph (A) the following:

`(B) to support and promote the establishment of teacher training programs that--

`(i) shall pertain to the core subject areas of mathematics and science;

`(ii) may include programs developed in partnership with a business, an industry or an institution of higher education; and

`(iii) shall involve the establishment of mentoring programs, model programs or other programs which encourage students, including young women, to pursue demanding careers and higher education degrees in mathematics, science, engineering and technology;'.

(d) TECHNOLOGY FOR EDUCATION- Section 3122(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6832(c)) is amended--

(1) by redesignating paragraphs (15) and (16) as paragraphs (16) and (17), respectively; and

(2) by inserting after paragraph (14) the following:

`(15) the development of model programs, mentoring programs or other programs, which may include programs developed in partnership with a business, an industry or an institution of higher education, that encourage students, including young women, to pursue demanding careers and higher education degrees in mathematics, science, engineering and technology.'.

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. The eligible grant recipient shall be responsible for--

(i) determining the type of training to be offered with respect to identifying and preventing sexual harassment; and

(ii) defining the term 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 elective 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 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

(3) 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.

`(b) GRANTS AUTHORIZED-

`(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