[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H.R. 101 Introduced in House (IH)]
107th CONGRESS
1st Session
H. R. 101
To amend the Elementary and Secondary Education Act of 1965 to
establish and expand programs relating to science, mathematics,
engineering, and technology education, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
January 3, 2001
Mr. Ehlers (for himself, Mr. Kolbe, Mr. Horn, Mr. Baca, Mr. Sandlin,
Mr. Camp, Mr. Filner, and Mr. Gibbons) 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 to
establish and expand programs relating to science, mathematics,
engineering, and technology education, 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; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``National Science
Education Enhancement Act''.
(b) Table of Contents.--The table of contents for this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Assurance of continued local control.
TITLE I--AMENDMENTS TO THE ELEMENTARY AND SECONDARY EDUCATION ACT OF
1965
Sec. 101. Support for mentoring activities for science, mathematics,
engineering, and technology teachers.
Sec. 102. Expansion of Eisenhower National Clearinghouse.
Sec. 103. Summer Professional Development Institutes.
Sec. 104. Grants for teacher technology training software and
instructional materials.
Sec. 105. Reservation for after-school activities.
Sec. 106. After-school science day care at community learning centers.
TITLE II--OTHER PROVISIONS
Sec. 201. Work-study amendments.
Sec. 202. Study.
Sec. 203. Report to Congress.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) As concluded in the report of the Committee on Science
of the House of Representatives, ``Unlocking Our Future Toward
a New National Science Policy,'' which was adopted by the House
of Representatives, the United States must maintain and improve
its preeminent position in science and technology in order to
advance human understanding of the universe and all it
contains, and to improve the lives, health, and freedoms of all
people.
(2) It is estimated that more than half of the economic
growth of the United States today results directly from
research and development in science and technology. The most
fundamental research is responsible for investigating our
perceived universe, to extend our observations to the outer
limits of what our minds and methods can achieve, and to seek
answers to questions that have never been asked before. Applied
research continues the process by applying the answers from
basic science to the problems faced by individuals,
organizations, and governments in the everyday activities that
make our lives more livable. The scientific-technological
sector of our economy, which has driven our recent economic
boom and led the United States to the longest period of
prosperity in history, is fueled by the work and discoveries of
the scientific community.
(3) The effectiveness of the United States in maintaining
this economic growth will be largely determined by the
intellectual capital of the United States. Education is
critical to developing this resource.
(4) The education program of the United States needs to
provide for 3 different kinds of intellectual capital. First,
it needs scientists and engineers to continue the research and
development that is central to the economic growth of the
United States. Second, it needs technologically proficient
workers who are comfortable and capable dealing with the
demands of a science-based, high-technology workplace. Last, it
needs scientifically literate voters and consumers to make
intelligent decisions about public policy.
(5) Student performance on the recent Third International
Math and Science Study highlights the shortcomings of current
K-12 science and mathematics education in the United States,
particularly when compared to other countries. We must expect
more from our Nation's educators and students if we are to
build on the accomplishments of previous generations. New
methods of teaching mathematics and science are required, as
well as better curricula and improved training of teachers.
(6) Science is more than a collection of facts, theories,
and results. It is a process of inquiry built upon observations
and data that leads to a way of knowing and explaining in
logically derived concepts and theories.
(7) Students should learn science primarily by doing
science. Science education ought to reflect the scientific
process and be object-oriented, experiment-centered, and
concept-based.
(8) Children are naturally curious and inquisitive. To
successfully tap into these innate qualities, education in
science must begin at an early age and continue throughout the
entire school experience.
(9) Teachers provide the essential connection between
students and the content they are learning. High-quality
prospective teachers need to be identified and recruited by
presenting to them a career that is respected by their peers,
is financially and intellectually rewarding, and contains
sufficient opportunities for advancement.
(10) Teachers need to have incentives to remain in the
classroom and improve their practice, and training of teachers
is essential if the results are to be good. Teachers need to be
knowledgeable of their content area, of their curriculum, of
up-to-date research in teaching and learning, and of techniques
that can be used to connect that information to their students
in their classroom.
SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.
Nothing in this Act may be construed to authorize any department,
agency, officer, or employee of the United States to exercise any
direction, supervision, or control over the curriculum, program of
instruction, administration, or personnel of any educational
institution or school system.
TITLE I--AMENDMENTS TO THE ELEMENTARY AND SECONDARY EDUCATION ACT OF
1965
SEC. 101. SUPPORT FOR MENTORING ACTIVITIES FOR SCIENCE, MATHEMATICS,
ENGINEERING, AND TECHNOLOGY TEACHERS.
(a) Improving Basic Programs Operated by Local Educational Agencies
Through Professional Development.--Section 1119(b)(1) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301(b)(1)) is amended--
(1) by striking ``and'' at the end of subparagraph (D);
(2) by striking the period at the end of subparagraph (E)
and inserting ``; and''; and
(3) by adding at the end the following:
``(F) include mentoring programs focusing on
changing science, mathematics, engineering, and
technology teacher behaviors and practices to help
novice teachers develop and gain confidence in their
skills, to increase the likelihood that they will
continue in the teaching profession, and generally to
improve the quality of their teaching.''.
(b) Dissemination of Mentoring Information by Eisenhower National
Clearinghouse.--Section 2102(a)(3)(C) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6622(a)(3)(C)) is amended by striking
``materials'' and inserting ``materials, including information on model
science, mathematics, engineering, and technology teacher mentoring
programs,''.
(c) Eisenhower Professional Development Program State
Applications.--Section 2205(b)(2) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6645(b)(2)) is amended--
(1) by striking ``and'' at the end of subparagraph (N);
(2) by striking the period at the end of subparagraph (O)
and inserting ``; and''; and
(3) by adding at the end the following:
``(P) describe how the State will administer a
mentoring system to ensure consistent implementation of
mentoring programs for science, mathematics,
engineering, and technology teachers, provide a
structure for local mentoring program evaluation,
provide technical assistance to local mentoring
programs, ensure compliance by local mentoring programs
with State teacher training requirements, and provide
incentives for local educational agencies to take
mentoring into consideration in assessing instructional
staff hiring needs.''.
(d) Eisenhower Professional Development Program Local Activities.--
Section 2210(b)(2) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6650(b)(2)) is amended--
(1) by striking ``and'' at the end of subparagraph (D);
(2) by striking the period at the end of subparagraph (E)
and inserting ``; and''; and
(3) by adding at the end the following:
``(F) include mentoring programs focusing on
changing science, mathematics, engineering, and
technology teacher behaviors and practices to help
novice teachers develop and gain confidence in their
skills, to increase the likelihood that they will
continue in the teaching profession, and generally to
improve the quality of their teaching.''.
(e) Accountability.--Section 2401(a) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6701(a)) is amended by
striking ``part.'' and inserting ``part, including the impact of State
and local mentoring programs on teaching quality and teacher retention
rates.''.
SEC. 102. EXPANSION OF EISENHOWER NATIONAL CLEARINGHOUSE.
(a) Allocation of Appropriated Amounts.--Section 2003(b)(1) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6603(b)(1))
is amended by striking ``2103;'' and inserting ``2103, and $10,000,000
shall be available to carry out subparagraphs (A), (F), and (G) of
section 2102(b)(3);''.
(b) Use of Funds.--Section 2102(b)(3) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6622(b)(3)) is amended--
(1) in subparagraph (A), by striking ``(including, to the
extent practicable,'' and inserting ``(including'';
(2) in subparagraph (E), by striking ``and'' at the end;
(3) by amending subparagraph (F) to read as follows:
``(F) solicit and gather (in consultation with the
Department, national teacher associations, professional
associations, and other reviewers and developers of
educational materials and programs) all qualitative and
evaluative materials and all programs, including full text and
graphics, for the Clearinghouse, review the evaluation of the materials
and programs, rank the effectiveness of the materials and programs on
the basis of the evaluations, and distribute the results of the reviews
(in a short, standardized, and electronic format that contains
electronic links to an electronic version of the original qualitative
and evaluative materials), excerpts of the materials and links to
Internet-based sites, and information regarding on-line communities of
users to teachers in an easily accessible manner, except that nothing
in this subparagraph shall be construed to permit the Clearinghouse to
directly conduct an evaluation of the materials or programs; and''; and
(4) by adding at the end the following:
``(G) develop and establish an Internet-based site
offering a search mechanism to assist site visitors in
identifying information available through the
Clearinghouse on science, mathematics, engineering, and
technology education instructional materials and
programs, including electronic links to information on
classroom demonstrations and experiments, teachers who
have used materials or participated in programs,
vendors, curricula, and textbooks.''.
(c) Clearinghouse.--Section 2102(b) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6622(b)) is amended by adding at the
end the following:
``(9) Effective use of technology.--In reviewing
evaluations of materials and programs under this subsection the
Clearinghouse shall give particular attention to the effective
use of materials and technology in science, mathematics,
engineering, and technology education.''.
(d) Report.--Not later than two years after the date of the
enactment of this Act, the National Academy of Sciences, in conjunction
with appropriate related associations and organizations, shall--
(1) conduct a study on the Eisenhower National
Clearinghouse and whether the provisions enacted in the
amendments made by this section have resulted in the
Clearinghouse becoming a more effective entity; and
(2) submit to Congress a report on the study, including any
recommendations of the Academy regarding the Clearinghouse.
SEC. 103. SUMMER PROFESSIONAL DEVELOPMENT INSTITUTES.
(a) In General.--Section 2211 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6651) is amended by adding at the end
the following:
``(d) Summer Professional Development Institutes for Teachers.--
``(1) Program authorized.--From amounts made available to
carry out this subsection, the Secretary is authorized to make
grants to State agencies for higher education, working in
conjunction with the State educational agency (if such agencies
are separate), for activities described in paragraph (3). Such
grants shall be awarded on a competitive basis that includes a
peer review of the grant applications.
``(2) Subgrants.--A recipient of a grant under paragraph
(1) shall carry out the activities described in paragraph (3)
by making subgrants to, or entering into contracts or
cooperative agreements with, institutions of higher education,
and nonprofit organizations of demonstrated effectiveness,
including museums and educational partnership organizations,
which must work in conjunction with a local educational agency,
consortium of local educational agencies, or schools.
``(3) Allowable activities.--
``(A) In general.--Each recipient of funds under
paragraph (2) shall use the funds for the following:
``(i) The establishment and operation of
science, mathematics, engineering, and
technology summer institutes that provide
professional development to elementary and
secondary school teachers. Such institutes
shall be content-based, build on school year
curricula, and focus only secondarily on
pedagogy.
``(ii) To provide teachers with travel
expense reimbursement, a stipend, or classroom
materials related to such an institute.
``(iii) The establishment of a mechanism to
provide supplemental assistance and follow up
training during the school year for summer
institute graduates.
``(B) Requirements for curricula.--The curricula
referred to in subparagraph (A)(i) shall be object-
centered, experiment-oriented, content-based, and
grounded in current research.
``(C) Requirements for institutes.--The summer
institutes referred to in subparagraph (A)(i)--
``(i) shall be conducted during a period of
a minimum of two weeks;
``(ii) shall provide for direct interaction
between students and faculty;
``(iii) shall have a component that
includes use of the Internet; and
``(iv) shall provide for follow-up training
in the classroom during the academic year for a
period of a minimum of three days, which shall
not be required to be consecutive, except that--
``(I) if the program at the summer
institute is for a period of only two
weeks, the follow-up training shall be
for a period of more than 3 days; and
``(II) for teachers in rural school
districts, follow-up training through
the Internet may be used.
``(4) Review of applications by national science
foundation.--The Secretary shall provide each application for a
grant under this subsection to the Director of the National
Science Foundation in order that such applications may undergo the
peer-review process described in paragraph (5)(B), and shall implement
the recommendations of the Director in awarding grants under this
subsection.
``(5) Requirements on national science foundation.--
``(A) In general.--Each year, not later than 6
months before the application deadline for a subgrant,
contract, or cooperative agreement described in
paragraph (2), the Director of the National Science
Foundation shall develop a theme and structure for the
summer institutes supported under this subsection. Such
applications shall address how funds will be used in
accordance with the theme and structure developed by
the Director.
``(B) Application peer-review process.--The
Director--
``(i) shall establish a peer-review process
for applications for grants received under this
subsection; and
``(ii) shall forward the applications
selected by the Director through such process
to the Secretary.
``(C) Priority.--In making awards under paragraph
(2)(A), a grant recipient shall give priority to
applicants whose application includes an assurance that
the applicant will use a curriculum that is three or
four weeks in length.
``(6) Other requirements.--Paragraphs (2), (3), and (4) of
subsection (a), and subsection (c), shall apply to recipients
of funds under this subsection in the same manner as such
provisions apply to recipients of funds under subsection
(a)(1).
``(7) Credit for participation.--Participation in an
institute supported under this subsection shall earn credit
toward--
``(A) State continuing education requirements for
teachers; or
``(B) a post-baccalaureate degree program at an
institution of higher education.''.
(b) Funding.--
(1) Allocation of appropriated amounts.--Section 2003(b)(2)
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6603(b)(2)) is amended by striking ``B;'' and inserting
``B, of which $100,000,000, $150,000,000, $200,000,000, and
$200,000,000 shall be available to carry out section 2211(d)
for fiscal years 2001, 2002, 2003, and 2004, respectively;''.
(2) Reservation of funds.--Section 2202(a) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6642(a)) is amended--
(A) in paragraph (1), by striking ``and'';
(B) in paragraph (2), by striking the period at the
end and inserting ``; and''; and
(C) by adding at the end the following:
``(3) the amount made available under section 2003(b)(2) to
carry out section 2211(d).''.
SEC. 104. GRANTS FOR TEACHER TECHNOLOGY TRAINING SOFTWARE AND
INSTRUCTIONAL MATERIALS.
Section 3134 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6844) is amended--
(1) in paragraph (5), by striking ``and'' at the end;
(2) in paragraph (6), by striking the period at the end and
inserting ``; and''; and
(3) by adding at the end the following:
``(7) providing technology training software and
instructional materials to teachers.''.
SEC. 105. RESERVATION FOR AFTER-SCHOOL ACTIVITIES.
Section 10904(a) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 8244) is amended--
(1) by striking ``and'' after the semicolon in paragraph
(2);
(2) by striking the period at the end of paragraph (3) and
inserting ``; and''; and
(3) by adding at the end the following:
``(4) an assurance that if awarded a grant under this part,
the grant recipient shall use not less than 5 percent of the
amount received to provide after-school day care services that
focus on science activities.''.
SEC. 106. AFTER-SCHOOL SCIENCE DAY CARE AT COMMUNITY LEARNING CENTERS.
Section 10905(3) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 8245(3)) is amended by striking ``services.'' and
inserting ``services, including after-school day care services that
focus on science activities for children in grades kindergarten through
the sixth grade.''.
TITLE II--OTHER PROVISIONS
SEC. 201. WORK-STUDY AMENDMENTS.
(a) Technology Training Treated as Community Service.--Section
441(c) of the Higher Education Act of 1965 (20 U.S.C. 2751(c)) is
amended--
(1) in paragraph (1), by inserting ``technology training,''
after ``literacy training,''; and
(2) in paragraph (4)(A), by inserting before the semicolon
at the end the following: ``, including tutoring teachers in
the uses of classroom technology''.
(b) Additional Spending for Technology Training.--Section
443(b)(2)(B) of such Act (20 U.S.C. 2753(b)(2)(B)) is amended--
(1) by striking ``7 percent'' and inserting ``10 percent'';
(2) by inserting ``(i)'' after ``shall ensure that''; and
(3) by inserting after ``requirement of this subparagraph''
the following: ``, and (ii) at least 3 percent of the total
amount of funds granted to such institution under this section
for such fiscal year is used to compensate students employed in
technology training or tutoring teachers in the uses of
classroom technology (or both),''.
SEC. 202. STUDY.
The Secretary of Commerce, in consultation with other Government
agencies, appropriate organizations, and private businesses and
corporations, shall conduct a study of--
(1) the feasibility and effectiveness of various
incentives, including tax credits, for corporations and
businesses to provide--
(A) personnel with regular compensation for time
spent as volunteers engaged in the technological
training of teachers; and
(B) facilities for the provision of such training
of teachers;
(2) alternative methods of providing financial support,
through income tax credits, loan forgiveness, or otherwise, to
individuals seeking training or retraining in mathematics,
science, and technology education;
(3) the effectiveness of colleges and universities in
training teachers who are able to use technology and able to
integrate technology into lesson plans and curricula, including
distance learning;
(4) methods to coordinate a working alliance at various
levels of government between the business and academic
community; and
(5) additional means of improving the efficiency of the
technological training of teachers.
SEC. 203. REPORT TO CONGRESS.
Not later than one year after the date of the enactment of this
Act, the Secretary of Commerce shall transmit to the Congress a report
outlining the results of the study conducted under section 202. Such
report shall include proposals for a comprehensive approach to
providing technologically competent teachers to our Nation's schools.
With respect to any objectives described in paragraphs (1) though (5)
of section 202 that the Secretary determines are feasible and
effective, such report shall include a plan for accomplishing such
objectives.