20 U.S.C. § 6002 — Findings

Page 1306 TITLE 20—EDUCATION § 5985 § 5985. Applications (a) Application required Each eligible entity desiring a grant under this subchapter shall submit an application to the Secretary, at such time, in such manner and containing or accompanied by such information as the Secretary may reasonably require. (b) Contents of application Each application submitted pursuant to sub- section (a) shall— (1) define the learning objectives and course content of each seminar to be held and de- scribe the manner in which seminar partici- pants shall receive substantive academic in- struction in the principles, institutions and processes of American government; (2) provide assurances that educators suc- cessfully participating in each seminar will qualify for either graduate credit or profes- sional development or advancement credit ac- cording to the criteria established by a State or local educational agency; (3) describe the manner in which seminar participants shall receive exposure to a broad array of individuals who are actively involved in the political process, including political party representatives drawn equally from the major political parties, as well as representa- tives of other organizations involved in the po- litical process; (4) provide assurances that the seminars will be conducted on a nonpartisan basis; (5) describe the manner in which the semi- nars will address the role of minorities or Na- tive Americans in the American political proc- ess, including such topics as— (A) the history and current political state of minorities or Native Americans; (B) recent research on minority or Native American political socialization patterns and cognitive learning styles; and (C) studies of political participation pat- terns of minorities or Native Americans; (6) describe the pedagogical elements for teachers that will enable teachers to develop effective strategies and lesson plans for teach- ing minorities or Native American students at the elementary and secondary school levels; (7) identify the eligible entities which will conduct the seminars for which assistance is sought; (8) in the case that the eligible entity is an institution of higher education, describe the plans for collaborating with national organiza- tions in American government and civics edu- cation; (9) provide assurances that during the aca- demic year educators participating in the summer seminars will provide inservice train- ing programs based upon what such educators have learned and the curricular materials such educators have developed or acquired for their peers in their school systems with the ap- proval and support of their school administra- tors; and (10) describe the activities or services for which assistance is sought, including activi- ties and services such as— (A) development of seminar curricula; (B) development and distribution of in- structional materials; (C) scholarships for participating teachers; and (D) program assessment and evaluation. (c) Priority The Secretary, in approving applications for assistance under this subchapter, shall give pri- ority to applications which demonstrate that— (1) the applicant will serve teachers who teach in schools with a large number or con- centration of economically disadvantaged stu- dents; (2) the applicant has demonstrated national experience in conducting or coordinating ac- credited summer seminars in American gov- ernment or civics education for elementary and secondary school teachers; (3) the applicant will coordinate or conduct seminars on a national or multistate basis through a collaboration with an institution of higher education, State higher education agency or a public or private nonprofit organi- zation, with experience in coordinating or con- ducting teacher training programs in Amer- ican government and civics education; (4) the applicant will coordinate or conduct seminars designed for more than one minority student population and for Native Americans; and (5) the applicant will coordinate or conduct seminars that offer a combination of academic instruction in American government, exposure to the practical workings of the political sys- tem, and training in appropriate pedagogical techniques for working with minority and Na- tive American students. (Pub. L. 103–227, title VIII, § 805, Mar. 31, 1994, 108 Stat. 210.) SUBCHAPTER IX—EDUCATIONAL RESEARCH AND IMPROVEMENT § 6001. Short title This subchapter may be cited as the ‘‘Edu- cational Research, Development, Dissemination, and Improvement Act of 1994’’. (Pub. L. 103–227, title IX, § 901, Mar. 31, 1994, 108 Stat. 212.) Editorial Notes REFERENCES IN TEXT This subchapter, referred to in text, was in the origi- nal ‘‘this title’’, meaning title IX of Pub. L. 103–227, Mar. 31, 1994, 108 Stat. 212, which enacted this sub- chapter, amended sections 2422, 3155, 3412, 3419, 3462, and 4085b of this title, repealed section 1221e of this title, and enacted provisions set out as notes under sections 1221e and 3155 of this title. § 6002. Findings The Congress finds as follows with respect to improving education in the United States: (1) A majority of public schools in the United States are failing to prepare students to achieve the National Education Goals. The Federal Government should support an exten- sive program of educational research, develop- ment, dissemination, replication and assist- Page 1307 TITLE 20—EDUCATION § 6011 ance to identify and support the best responses for the challenges ahead. A significant invest- ment in attaining a deeper understanding of the processes of learning and schooling and de- veloping new ideas holds the best hope of mak- ing a substantial difference to the lives of every student in the United States. The Office of Educational Research and Improvement within the Department of Education should be at the center of this campaign in order to co- ordinate such efforts. (2) The Federal role in educational research has been closely identified with youths who are socioeconomically disadvantaged, are mi- norities, belong to a language minority, or have a disability. The Federal commitment to education was sufficient to serve not more than— (A) in 1993, 1 out of every 6 low-income children in need of preschool education; (B) in 1990, 3 out of every 5 children in need of remediation; (C) in 1991, 1 out of every 5 children in need of bilingual education; and (D) in 1992, 1 out of every 20 youths eligible for assistance under the Job Training Part- nership Act. (3) The failure of the Federal Government to adequately invest in educational research and development has denied the United States a sound foundation of knowledge on which to de- sign school improvements. The educational achievement of minority children is of par- ticular concern because at least half of the public school students in 25 of the largest cit- ies of the United States are minority children, and demographers project that, by the year 2005, almost all urban public school students will be minority children or other children in poverty. (4) The investment goal of the Federal re- search, development, and dissemination func- tion should be at least 1 percent of the total amount of funds spent on education. (5) Nationwide model programs and reliable interventions should be demonstrated and rep- licated, and for such purposes, programs should be established to conduct research and evaluations, and to disseminate information. (6) The Office should develop a national dis- semination policy that will advance the goal of placing a national treasure chest of re- search results, models, and materials at the disposal of the education decisionmakers of the United States. (7) A National Educational Research Policy and Priorities Board should be established to work collaboratively with the Assistant Sec- retary to forge a national consensus with re- spect to a long-term agenda for educational research, development, dissemination, and the activities of the Office. (8) Existing research and development enti- ties should adopt expanded, proactive roles and new institutions should be created to pro- mote knowledge development necessary to ac- celerate the application of research findings to high priority areas. (9) Greater use should be made of existing technologies in efforts to improve the edu- cational system of the United States, includ- ing efforts to disseminate research findings. (10) Minority educational researchers are in- adequately represented throughout the De- partment of Education, but particularly in the Office. The Office therefore should assume a leadership position in the recruitment, reten- tion, and promotion of qualified minority edu- cational researchers. (11) The coordination of the mission of the Office with that of other components of the Department of Education is critical. The Of- fice should improve the coordination of the educational research, development, and dis- semination function with those of other Fed- eral agencies. (Pub. L. 103–227, title IX, § 902, Mar. 31, 1994, 108 Stat. 212.) Editorial Notes REFERENCES IN TEXT The Job Training Partnership Act, referred to in par. (2)(D), is Pub. L. 97–300, Oct. 13, 1982, 96 Stat. 1322, which was classified generally to chapter 19 (§ 1501 et seq.) of Title 29, Labor, and was repealed by Pub. L. 105–220, title I, § 199(b)(2), (c)(2)(B), Aug. 7, 1998, 112 Stat. 1059, effective July 1, 2000. Pursuant to former section 2940(b) of Title 29, references to a provision of the Job Training Partnership Act, effective Aug. 7, 1998, were deemed to refer to that provision or the corresponding provision of the Workforce Investment Act of 1998, Pub. L. 105–220, Aug. 7, 1998, 112 Stat. 936, and, effective July 1, 2000, were deemed to refer to the corresponding provi- sion of the Workforce Investment Act of 1998. The Workforce Investment Act of 1998 was repealed by Pub. L. 113–128, title V, §§ 506, 511(a), July 22, 2014, 128 Stat. 1703, 1705, effective July 1, 2015. Pursuant to section 3361(a) of Title 29, references to a provision of the Workforce Investment Act of 1998 are deemed to refer to the corresponding provision of the Workforce Inno- vation and Opportunity Act, Pub. L. 113–128, July 22, 2014, 128 Stat. 1425, effective July 1, 2015. For complete classification of the Job Training Partnership Act and the Workforce Investment Act of 1998 to the Code, see Tables. For complete classification of the Workforce Innovation and Opportunity Act to the Code, see Short Title note set out under section 3101 of Title 29 and Ta- bles. Statutory Notes and Related Subsidiaries OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT The Office of Educational Research and Improvement was established by section 3419 of this title. Section 3419 was repealed and a new section 3419 establishing the Institute of Educational Sciences was enacted by Pub. L. 107–279, title IV, § 402(2), Nov. 5, 2002, 116 Stat. 1985. PART A—GENERAL PROVISIONS REGARDING OF- FICE OF EDUCATIONAL RESEARCH AND IM- PROVEMENT § 6011. Repealed. Pub. L. 107–279, title IV, § 403(2), Nov. 5, 2002, 116 Stat. 1985 Section, Pub. L. 103–227, title IX, § 912, Mar. 31, 1994, 108 Stat. 213; Pub. L. 103–382, title II, § 271(a)(3)(B), Oct. 20, 1994, 108 Stat. 3929, stated policy and purpose of Of- fice of Educational Research and Improvement and set forth provisions relating to employees, publications, reports on activities, research, coordination of activi- ties, evaluations, definitions, and appropriations.