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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.

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