108 STAT. 238 PUBLIC LAW 103-227—MAR. 31, 1994 (B) the role of parents and the community in promoting the successful social and educational development of children from birth to age five; (C) topics relating to children's readiness to learn, such as prenatal care, nutrition, and health services; (D) family literacy and parental involvement in student learning; (E) methods for integrating learning in settings other than the classroom, particularly within families and communities; (F) practices and approaches which sustain the benefits of effective preschool and child care programs; (G) effective learning methods and curriculum for early childhood learning, including access to current materials in libraries; (H) the importance of family literacy and parental involvement in student learning; (I) effective teaching and learning methods, and curriculum; (J) instruction that considers the cultural environment of children; (K) access to current materials in libraries; (L) the impact that outside influences have on learning, including television, and drug and alcohol abuse; (M) the structure and environment of early childhood education and child care settings which lead to improved social and educational development; (N) training and preparation of teachers and other professional and paraprofessional preschool and child care workers; (O) the use of technology, including methods to help parents instruct their children; and (P) other topics relevant to the puipose of the Institute. (3) CERTAIN REQUIREMENTS.—In carrying out the activities of the Institute, the Assistant Secretary shall ensure that the Institute's research and development program provides information that can be utilized in improving the major Federal early childhood education programs. (g) NATIONAL INSTITUTE ON EDUCATIONAL GOVERNANCE, FINANCE, POLICY-MAKING, AND MANAGEMENT.— (1) FINDINGS. — The Congress finds as follows: (A) Many elementary and secondary schools in the United States— (i) are structured according to models that are ineffective and rely on notions of management and governance that may be outdated or insiifficient for the challenges of the next century; and (ii) are unsuccessful in equipping all students with the knowledge and skills needed to succeed as citizens and in the working world. (B) New approaches are needed in the governance and management of elementary and secondary education within the United States at the State, local, school building and classroom level. (C) Not^nough is known about the effects of various systems of school governance and management on student achievement to provide sound guidance to policjnnakers
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