[Congressional Record Volume 146, Number 66 (Wednesday, May 24, 2000)]
[Senate]
[Pages S4379-S4391]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mr. BAUCUS (for himself, Mr. Dorgan, and Mrs. Lincoln):
  S. 2617. A bill to lift the trade embargo on Cuba, and for other 
purposes; to the Committee on Finance.


             the trade normalization with cuba act of 2000

  Mr. BAUCUS. Mr. President, I rise today, on behalf of myself and 
Senators Roberts, Dorgan, and Lincoln, to introduce the Trade 
Normalization With Cuba Act of 2000.
  For 40 years, we have implemented a series of policies designed to 
end Fidel Castro's leadership of Cuba. The instruments we have used 
have included a trade embargo, an invasion of Cuba, assassination 
attempts, and multilateral pressures. None of these measures has moved 
Cuba any closer to democracy and a market economy. In fact, the result 
has been just the opposite. Castro is as entrenched as ever. The 
economy is in tatters. The Cuban people are suffering.
  For four decades, Castro has suppressed his own citizens. He has been 
responsible for the imprisonment and mistreatment of thousands, and the 
emigration of hundreds of thousands. He has dispatched Cuban troops 
around the world to support revolution.
  During the Cold War, Cuba was an integral member of the Soviet bloc. 
Castro was an eager and active participant in the proxy battles fought 
between the United States and the Soviet Union throughout Africa, Asia, 
and Latin America.
  The Cold War has been over for a decade. The embargo, which had the 
goal of forcing Castro out of power, has failed totally. And it will 
continue to have no impact on the longevity of Castro's rule.
  What has the embargo and American policy actually done? It has 
certainly done nothing to advance liberty and democracy for the Cuban 
people. And there are no prospects that it will.
  What has the embargo done? First, it prohibits all trade with Cuba. 
It does include an exception for the sale of food and medicine. 
However, the requirements are so complex and burdensome on U.S. 
suppliers that very little food or medicine has been exported to Cuba. 
We hurt the Cuban people. We hurt American business, American farmers, 
and American workers. And we have had no impact on the regime.
  We have succeeded in alienating virtually all potential allies who 
would be willing to work with us in developing a realistic policy to 
influence change in Cuba--the nations of the European Union, Canada, 
the Organization of American States, the United Nations, even the Pope.
  Another accomplishment of our policy of our trade embargo, we now 
have a law, the Cuban Liberty and Democratic Solidarity Act, that 
prohibits lifting the embargo until there is a transition government in 
Cuba that does not include Castro. This is an ``all or nothing policy'' 
that cannot work in the real world.
  Unilateral trade sanctions don't work. This is as true with Cuba as 
it has been with China, Myanmar, Iraq, or North Korea. In some cases, 
it hurts the people in those countries. And it hurts Americans, our 
farmers, ranchers, workers, and businesses.
  Forty years of sanctions have accomplished nothing in Cuba. It is 
time for the Congress to recognize that. I fully support the efforts 
being made again this year in both the Senate and the House to remove 
the unilateral restraints we have put on our export of food and 
medicine to a number of countries, including Cuba. This bill is not a 
substitute for those efforts. Rather, this bill is directed only toward 
Cuba, and goes far beyond liberalization of food and medicine exports.
  Thomas Jefferson said ``Enlighten the people generally, and tyranny 
and oppressions of body and mind will vanish like evil spirits at the 
dawn of the day.'' Current US policy turns Jefferson's statement on its 
head. Our effort to isolate Cuba through the trade embargo and other 
policies has failed to bring human rights improvement, has provided a 
pretext for Castro's continued repression, makes the United States the 
scapegoat for Castro's failed economic policies, and hurts the Cuban 
people.
  It is time to put together a responsible strategy to improve the 
human condition in Cuba and set the stage for increased freedom and 
respect for human rights once Fidel Castro leaves the scene.
  Obviously, Cuba will not change overnight with the removal of the 
trade embargo. But this bill is a first step down the road to a 
peaceful transition to a democratic society and a market economy in 
Cuba.
  Before I conclude, I want to recognize my friend, Congressman Charles 
Rangel, who has been a leader in trying to end the embargo and move 
toward normalization of relations with Cuba. I look forward to working 
closely with him to make this happen.
  I urge my Senate colleagues to support our effort.
                                 ______
                                 
      By Mr. REID:
  S. 2618. A bill to direct the Secretary of the Interior to sell 
certain land to the town of Kingston, Nevada, for use as an emergency 
medical air evacuation site and other public uses; to the Committee on 
Energy and Natural Resources.


                   emergency landing strip conveyance

  Mr. REID. Mr. President, I rise today to introduce the Town of 
Kingston Emergency Landing Strip Conveyance Act.
  The Town of Kingston, Nevada, currently uses federal land as an 
emergency landing strip at Kingston in southern Lander County, Nevada. 
Kingston is a rural town located on a small island of private land in 
the center of the state and is surrounded by both United States Forest 
Service and Bureau of Land Management (BLM) public lands. The isolation 
constrains the growth, economic diversity, and public services 
available to those who live in or visit Kingston. Medic Air of Reno has 
an agreement with local Fire and Rescue to provide 24-hour emergency 
medical service to this landing strip. BLM has extended the existing 
airport lease to the Kingston Town

[[Page S4380]]

Board until September 30, 2000, but cannot renew the lease because the 
strip does not meet FAA standards.
  This Act will convey a total of 144.88 acres to the Town of Kingston. 
Seventy acres will be conveyed at fair market value and 74.88 acres at 
no cost. The 70 acres contains the main landing strip. The 74.88 acres 
contains the balance of the approach and the disposal of this land for 
no consideration will benefit the United States by disposing of an 
isolated, segregated parcel that would be difficult to manage for 
public use. It is my sincere hope that Congress will pass this bill 
thereby allowing a win-win situation for both the United States and 
Kingston, Nevada.
  Mr. President, I ask unanimous consent that the full text of the bill 
be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 2618

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. CONVEYANCE.

       (a) Findings.--Congress finds that--
       (1) the lease by the Secretary of the Interior of certain 
     land to the town of Kingston, Nevada, for use as an emergency 
     airstrip is about to expire;
       (2) rather than renew the airport lease (which would 
     require certification by the Federal Aviation 
     Administration), the Secretary and the Town desire that the 
     parcel on which the main landing strip is situated be sold to 
     the Town for fair market value as determined by the 
     Secretary;
       (3) adjacent to that parcel is other land, most of which, 
     if the airstrip parcel is sold to the Town, would be isolated 
     from other land administered by the Secretary and would 
     therefore be difficult for the Secretary to manage;
       (4) it would in the best interests of the United States and 
     the Town for the Secretary to convey to the Town both the 
     airstrip parcel and the adjacent parcel, at the fair market 
     value of the airstrip parcel; and
       (5) the parcels have been determined to be suitable for 
     disposal in the Shoshone-Eureka Resource Management Plan and 
     Environmental Impact Statement.
       (b) Definitions.--In this section:
       (1) Adjacent parcel.--The term ``adjacent parcel'' means 
     the parcels of land in the State of Nevada, comprising 74.88 
     acres, described as Mount Diablo Meridian, T16N, R44E, 
     section 31, lot 4, E1/2NESE, S1/2SWNESE, S1/2S1/2NWSE.
       (2) Airstrip parcel.--The term ``airstrip parcel'' means 
     the parcel of land, with a landing strip running on an 
     easterly bearing and a portion of a landing strip running on 
     a southerly bearing, in the State of Nevada, comprising 70.00 
     acres, described as Mount Diablo Meridian, T16N, R44E, 
     section 31, N1/2SESW, N1/2SWSE, N1/2SESE, SESESE.
       (3) Secretary.--The term ``Secretary'' means the Secretary 
     of the Interior, acting through the Director of the Bureau of 
     Land Management.
       (4) Town.--The term ``Town'' means the town of Kingston, 
     Nevada.
       (c) Conveyance.--In consideration of payment of the fair 
     market value of the airstrip parcel, the Secretary of the 
     Interior shall convey to the Town, subject to valid existing 
     rights, all right, title, and interest of the United States 
     in and to the airstrip parcel and the adjacent parcel, 
     totaling 144.88 acres.
       (d) No Reservations.--The patent by which the conveyance 
     under subsection (c) is made shall contain no reservations.
       (e) Lease Extension.--If for any reason the conveyance 
     under subsection (c) is not completed before September 30, 
     2000, the term of the airport lease, as in effect on the date 
     of enactment of this Act, shall be considered to be extended 
     until the date of the conveyance.
                                 ______
                                 
      By Mr. LEAHY (for himself, Mr. Robb, and Mr. Kennedy):
  S. 2619. A bill to provide for drug-free prisons; to the Committee on 
the Judiciary.


                   The Drug-Free Prisons Act of 2000

  Mr LEAHY. Mr. President, today I am introducing legislation--with 
Senators Robb and Kennedy--that will provide state and local 
governments additional tools to fight drug use in our nation's prisons. 
It is critical that our prisons be drug-free, both because lawbreaking 
within our correctional system is a national embarrassment, and because 
prisoners who are released while still addicted to drugs are far more 
likely to commit future crimes than prisoners who are released sober. 
This bill includes numerous provisions that will provide needed help to 
address drug abuse in prisons throughout the country.
  The bill establishes a new grant program that authorizes the Attorney 
General to make $75 million a year in grants to state and local 
governments to support comprehensive drug testing and treatment for 
prisoners and other offenders. It would also permit states that 
currently receive money under the Violent Offender Incarceration and 
Truth in Sentencing Grant Program (VOI/TIS) to use those funds to pay 
for drug testing and treatment, so long as the state receiving the 
funds has penalties in place to address drug trafficking in prisons. In 
addition, the bill would reauthorize appropriations for the Residential 
Substance Abuse for State Prisoners (RSAT) grants program for the next 
five years, and establish exemptions to the general four-year time 
limit on Byrne grants for state and local law enforcement programs 
involving drugs.
  The bill also re-establishes the drug courts program and re-
authorizes funding for it. The majority repealed the program in the 
Omnibus Consolidated Rescissions and Appropriations Act of 1996, in a 
partisan bashing of Democratic programs. In my view, effective programs 
dealing with drug abuse should not be used as political footballs. That 
is why the Administration, with the strong support of the Department of 
Justice, has continued to seek funding for the program, and why the 
Congress has continued to fund drug courts in every year's 
appropriations acts. This has been the right decision, and we should 
undo the repeal.
  Drug courts provide the opportunity to deal systematically with 
nonviolent drug offenders at a substantial savings to taxpayers. 
Instead of jailing these nonviolent offenders, the courts can order 
alternative punishments that are mixed with mandatory testing and drug 
treatment and human services such as education or vocational training. 
Meanwhile, imprisonment is held out as a stick to ensure good behavior. 
To qualify for federal assistance, a drug court program must mandate 
periodic drug testing during any supervised release or probation 
periods, provide drug abuse treatment for each participant, and must 
hold out the possibility of prosecution, confinement, or incarceration 
for noncompliance or failure to show satisfactory process. Violent 
offenders are defined quite broadly, so we can be confident that we are 
not funding programs that put dangerous people back on the streets. 
Drug courts hold out the promise of providing a way that we can reach 
out to younger offenders who are using drugs before they turn to a life 
of crime, helping to save lives and significant government resources.
  The bill permits state and local governments to spend up to 25 
percent of unexpended VOT/TIS grants from fiscal years 1996-2001 to 
implement graduated sanctions, including victim and community 
restitution, intensive community supervision, regular drug testing, and 
short-term incarceration. Such graduated sanctions initiatives would 
free up additional prison space for violent offenders, and States would 
have to use this program for that purpose. Indeed, the purpose of this 
proposal is to ensure that States have sufficient flexibility to 
guarantee that violent criminals serve their full sentences, the goal 
of the Truth in Sentencing grants.
  Drug abuse in prisons is a serious problem. The National Center on 
Addiction and Substance Abuse at Columbia University (CASA) recently 
found that drug and alcohol abuse was implicated in the crimes and 
incarceration of 80 percent of those currently serving time in 
America's prisons. This finding shows that we have a prison population 
that has a history of substance abuse, and will seek out opportunities 
to continue using drugs while imprisoned. Of course, if prisoners are 
using drugs in prison, this will create serious behavioral and other 
problems that corrections officers will have to address, at no small 
risk to them.
  The problem does not end there. The same CASA study shows that 
inmates who are illegal drug and/or alcohol abusers are the most likely 
to be repeat offenders. In fact, the study concluded that 61 percent of 
state prison inmates who have two prior convictions are regular drug 
users. The strong link between drug use and recidivism cannot be 
ignored. Prison should provide an opportunity for us to break this 
cycle and therefore reduce crime. We can do this through a concerted 
effort to test prisoners for drug

[[Page S4381]]

use--and penalize those who test positive--and provide adequate drug 
treatment so that prisoners can lead productive, non-criminal lives 
upon their release. As Joseph Califano, former Secretary of the 
Department of Health, Education, and Welfare and current president of 
CASA, recently said: ``Releasing drug-addicted inmates without 
treatment helps maintain the market for illegal drugs and supports drug 
dealers.'' And there is every indication that the number of prisoners 
needing drug treatment is increasing even faster than the prison 
population as a whole. According to CASA, from 1993 to 1996, the number 
of inmates needing substance abuse treatment rose from 688,000 to 
840,000. There is no reason to believe the problem has abated.
  Indeed, just last December, the National League of Cities adopted a 
resolution on the importance of drug testing and treatment in prisons. 
The League cited studies showing that among inmates who completed drug 
abuse treatment programs, only 3.3 percent were rearrested within the 
first six months after release, compared to 12.1 percent of inmates who 
did not receive treatment.
  It is clear that if we do not take steps to stop the revolving doors 
of our nation's prison system, we will continually be forced to spend 
more and more public money to construct more and more prisons. To avoid 
that result, we need to determine through testing which inmates are 
addicted to drugs and alcohol, reduce the availability of drugs in 
prisons, and ensure that inmates have access to the treatment they need 
while incarcerated.
  Some have advocated that every prisoner be tested before being 
released, a proposal that, to my knowledge, no State has adopted. As 
law enforcement officials in our States know, such testing would be 
extraordinarily expensive and unnecessarily broad. The better and more 
realistic approach is to provide resources that will enhance States' 
ability to do targeted testing, allowing corrections officers to use 
their judgment as to which prisoners are most likely to be abusing 
drugs while providing a deterrent effect for prisoners generally. That 
is the approach of this legislation I introduce today.
  I realize some of my colleagues may be concerned about funds 
originally designated for prison construction costs being used for drug 
testing and treatment. Let me assure you that states will retain 
complete flexibility under this bill as to how they allocate their 
Truth in Sentencing and Violent Offender Incarceration grant funds. But 
a powerful case can be made that it is in the fiscal interests of the 
States to take advantage of the opportunity this bill offers. According 
to the CASA study, it would cost States about $6,500 per year to 
provide comprehensive and effective residential drug treatment services 
to an inmate. In return, the study shows that society will see an 
economic return of $68,800 for each inmate who successfully completes 
such a program and returns to the community sober and with a job. This 
figure represents the savings in the first year based on the much lower 
likelihood that the former inmate will be arrested, prosecuted, or 
incarcerated, and includes health care savings and the potential 
earnings of a drug-free individual.
  Funding both testing and treatment allows us to take a carrot-and-
stick approach to a persistent national problem. We cannot hope to get 
a handle on our drug problem so long as drug abuse and drug trafficking 
persist in our prisons. We cannot afford the false choice between 
treatment and testing; both are needed to keep order in our prisons and 
safety in our streets.
  This view is confirmed by the people who work with these issues every 
day in my State of Vermont. For example, James Walton, Vermont's 
Commissioner of Public Safety, and John Perry, the Director of Planning 
for the Vermont Department of Corrections, wholeheartedly support this 
proposal. I have always valued their counsel, as they have first-hand 
knowledge of the real law enforcement needs in my state. They both feel 
strongly that the bill will give law enforcement the tools it needs to 
test and treat offender populations, both in jail and in the community. 
I hope and expect that this bill will have the same effect across the 
country.
  For that reason and all of the above reasons, I urge the Senate to 
take prompt action on this bill and support this effort to make our 
prisons drug-free.
                                 ______
                                 
      By Mr. REID (for himself and Mr. Bryan):
  S. 2620. A bill to designate the facility of the United States Postal 
Service located at 2000 Vassar Street in Reno, Nevada, as the ``Barbara 
F. Vucanovich Post Office Building''; to the Committee on Governmental 
Affairs.


               barbara f. vucanovich post office building

  Mr. REID. Mr. President, I rise today to introduce the Barbara F. 
Vucanovich Post Office Building Naming Act.
  As many of my colleagues know, Congresswoman Barbara Vucanovich was 
the first female elected to represent the State of Nevada in Congress. 
She was first elected in 1983 and retired in 1996, after serving in the 
House of Representatives for 14 years. In her final year, she was an 
influential member of the House Appropriations Committee and the 
Chairwoman of the Subcommittee on Military Construction. Barbara and I 
came to the House together as a result of the 1982 election. We both 
represented all of Nevada; not solely Congressional Districts. Barbara 
was a fine member of Congress. I miss her.
  Mr. President, it gives me pleasure to introduce this bill to 
commemorate Barbara Vucanovich's exemplary service to the State of 
Nevada and the United States of America by renaming the main post 
office in Reno, Nevada, as the ``Barbara F. Vucanovich Post Office 
Building.'' Representatives Gibbons and Berkley introduced identical 
legislation in the House on April 4, 2000. Nevada Governor Kenny Guinn 
and former Senator Paul Laxalt join Nevada's congressional delegation 
in thanking Barbara Vucanovich for her dedicated public service.
  Mr. President, I ask unanimous consent that the full text of the bill 
be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 2620

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. DESIGNATION OF BARBARA F. VUCANOVICH POST OFFICE 
                   BUILDING.

       (a) Designation.--The facility of the United States Postal 
     Service located at 2000 Vassar Street in Reno, Nevada, shall 
     be known and designated as the ``Barbara F. Vucanovich Post 
     Office Building''.
       (b) References.--Any reference in a law, map, regulation, 
     document, paper, or other record of the United States to the 
     facility referred to in subsection (a) shall be deemed to be 
     a reference to the ``Barbara F. Vucanovich Post Office 
     Building''.
                                 ______
                                 
      By Mr. FEINGOLD (for himself, Mr. Leahy, Mr. L. Chafee, Mr. 
        Harkin, Mr. Kohl, Mrs. Boxer, Mr. Durbin, Mr. Wyden, and Mr. 
        Kennedy):
  S. 2621. A bill to continue the current prohibition of military 
cooperation with the armed forces of the Republic of Indonesia until 
the President determines and certifies to the Congress that certain 
conditions are being met; to the Committee on Foreign Relations.


            East Timor Repatriation and Security Act of 2000

  Mr. FEINGOLD. Mr. President, I rise today to keep a promise that I 
made on this floor a few months ago.
  In January, I came to the floor to talk about the tragic events that 
occurred last fall in East Timor. I spoke about the need to encourage 
the new Indonesian government in its commitment to reform and its 
resolve to reject the climate of impunity. I withdrew an amendment that 
would have codified the administration's suspension on military and 
security assistance for Indonesia East Timor, although I believed then 
and strongly believe today that Indonesia has not yet met the basic 
conditions that should be prerequisites for any restoration of military 
ties with Indonesia.
  At that time, Mr. President, I pledged to continue to monitor events 
in Indonesia and in East Timor closely. And I pledged to come to this 
floor if what I saw troubled me.
  Let me tell you what I see today.
  First, I am sorry to say, Mr. President, there have been no trials 
yet. No one has been brought to justice for the atrocities committed in 
East Timor

[[Page S4382]]

last year. I recognize that the Indonesian government has taken some 
courageous steps in investigating the atrocities that took place in 
East Timor, and I commend the Indonesian government for its efforts to 
date. The Indonesian government and the U.N. have succeeded in signing 
an agreement to exchange witnesses and evidence that could lead to the 
prosecution of those responsible for the violence in East Timor. A 
number of dedicated individuals within the new government continue to 
work courageously for reform, justice, and accountability. But I note, 
that obervers have been disturbed by the number of civilian and 
military police officers that the government has appointed to the team 
charged with investigating human rights abuses in East Timor. And the 
simple fact remains--no one has yet been held accountable in a court of 
law for the acts committed by the military and militias in East Timor 
last year.
  A second concern is there has been no change in the situation in West 
Timor. Today, half a year after the referendum, some 100,000 people are 
still living in the refugee camps of West Timor, afraid of what will 
happen to them should they attempt to return home. Some will likely 
choose to stay in Indonesia, but all reports from the area indicate 
that many want to return home but do not because of continued 
intimidation from militia groups.
  Within the refugee camps, since January there have been about a dozen 
incidents in which international agencies attempting to deliver aid to 
the refugees were attacked. According to recent reports, one militia 
group is so well-organized that it prints a newsletter of fabricated 
horror stories aimed at dissuading refugees from returning to East 
Timor.
  This week the plight of these refugees--at this point the most 
vulnerable of the original masses--was made even more difficult as they 
contend with the heavy rains and floods that have already killed at 
least 148 people. Over a hundred are still missing. When the flood 
waters recede, these people should have every opportunity to put their 
lives back together, free from threats and from fear.
  I look at these facts and I consider that the administration has 
chosen to take a first step toward lifting its suspension on all forms 
of military assistance and contacts by inviting the Indonesians to 
particiapte in a joint exercise, and I am indeed troubled.
  Today I am introducing a bill, the East Timor Repatriation and 
Security Act of 2000. The bill codifies the suspension of military and 
security assistance to Indonesia until certain conditions are met--the 
same conditions that have been articulated in the past; the same 
conditions contained in last year's foreign operations appropriations 
bill.
  The bill would permit military and security assistance to resume only 
when the President determines and submits a report to the appropriate 
congressional committees that the Government of Indonesia and the 
Indonesian Armed Forces are:
  Taking effective measures to bring to justice members of the armed 
forces and militia groups against whom there is credible evidence of 
human rights violations;
  Taking effective measures to bring to justice members of the armed 
forces against whom there is credible evidence of aiding or abetting 
militia groups;
  Allowing displaced persons and refugees to return home to East Timor, 
including providing safe passage for refugees returning from West 
Timor;
  Not impeding the activities of the United Nations Transitional 
Authority in East Timor;
  Demonstrating a commitment to preventing incursions into East Timor 
by members of militia groups in West Timor; and,
  Demonstrating a commitment to accountability by cooperating with 
investigations and prosecutions of members of the Indonesian Armed 
Forces and military groups responsible for human rights violations in 
Indonesia and East Timor.
  These certainly are not unreasonable conditions. They work in favor 
of the forces of reform within Indonesia. And by linking military and 
security assistance to these benchmarks, Congress will ensure that the 
U.S. relationship with Jakarta avoids the mistakes of the past, and 
that U.S. foreign policy comes closer to reflecting our core national 
values.
  To those who believe that all is well, to those who would prefer to 
forgive and forget, to those who think that the issue is yesterday's 
news, I would simply reiterate the simple facts. There have been no 
trials for the perpetrators of abuses in East Timor, and the situation 
in the refugee camps has remained unacceptable. Quite recently, Admiral 
Dennis Blair, commander in chief of U.S. forces in the Pacific, 
reaffirmed what Secretary of Defense Cohen articulated last year--the 
U.S. will not resume a military relationship with Indonesia until the 
military personnel responsible for the devastation in East Timor are 
brought to justice, and the U.S. will not resume a military 
relationship with Indonesia until the refugee crisis in West Timor has 
been resolved. Specifically, Admiral Blair called on the Indonesians to 
disband and cut off support to the militia members still terrorizing 
the refugees. It is critical that the U.S. insist on nothing less. In 
fact, we should insist on more--the militia members guilty of 
atrocities should be brought to justice.
  It is clear that these conditions have not yet been met. But the 
administration's new proposals for joint exercises with the Indonesians 
undermine Admiral Blair's words. The substance of the exercise 
currently being planned does not necessarily trouble me, but its 
significance does. The administration looks as if it suffers from a 
lack of resolve and from a wavering sense of commitment.
  Indonesia is an extraordinarily important country--strategically and 
economically. Its future course will undoubtedly affect the United 
States. For this very reason, we must stand firm, and insist upon 
rebuilding U.S.-Indonesian ties on the firm foundation of respect for 
the rule of law and for basic human rights.
  It is because I believe this so strongly--and I know that many of my 
colleagues share my views--that I have come back to the floor to raise 
this issue again. I am keeping my promise. I am watching the situation 
in East and West Timor very closely, and I still do not like what I 
see.
                                 ______
                                 
      By Mr. ROBERTS (for himself and Ms. Snowe):
  S. 2622. A bill to amend the Internal Revenue Code of 1986 to 
encourage stronger math and science programs at elementary and 
secondary schools; to the Committee on Finance.


          the national science education incentive act of 2000

  S. 2623. 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; to the Committee on Health, Education, Labor, and Pensions.


             the national science education enhancement act

  S. 2624. A bill to establish and expand programs relating to science, 
mathematics, engineering, and technology education, and for other 
purposes; to the Committee on Health, Education, Labor, and Pensions.


                   the national science education act

  Mr. ROBERTS. Mr. President, I rise today to introduce sweeping 
legislation to reform and improve math, science, engineering and 
technology education in American schools.
  The fields of science, math, engineering and technology are critical 
to U.S. economic success. Unfortunately, there is growing concern that 
we do not measure up as evidenced by studies that show our students 
cannot compete internationally. In fact, over half of students in our 
esteemed graduate schools are from other countries. Our economic future 
depends on science and we must ensure that our schools are preparing 
students for the technological jobs that await them.
  So many aspects of our national success depends on our technological 
savvy. For instance, our strong economy has certainly prospered because 
of technology advances. The economic boom, witnessed by average 
consumers and Wall Street analysts alike, has high stakes in our 
continued technology success. Meanwhile, our workforce is increasingly 
staffed by people from other countries. Later this year, Congress will 
be asked to again raise

[[Page S4383]]

the quota of H-1B visas. While these workers are key to our economic 
success, we must address this problem and grow our own high-tech labor 
force. Moreover, we cannot forget how adversely our national security 
could fare if our country were to fall behind in technological 
pursuits. A key piece of our national security is at stake--the 
strength of our military is built upon our technological superiority.
  There is a fundamental need for this legislation. I have introduced 
the following three bills to help improve the quality of science and 
technology teachers and curriculum through incentives and better 
training:
  The National Science Education Act. These provisions, utilizing the 
National Science Foundation, set up Science Master Teachers and offer 
grants to place one in every elementary school.
  The National Science Education Enhancement Act. Recognizing that we 
must keep good teachers and help them grow in their career, this bill 
uses the Elementary and Secondary Education Act to set up Science 
Teacher Mentors and Summer Professional Development Institutes. It also 
expands the Eisenhower National clearinghouse to provide that this 
information be available on the Internet.
  The National Science Education Incentive Act. This bill provides tax 
credits to help teachers with up to $10,000 of tuition and encourage 
the private sector education contributions such as computers, 
technology service, teacher training and teacher externships.
  My legislation is mirrored in the House of Representatives with bills 
by Representative Vernon Ehlers, the vice chairman of the House Science 
Committee and author of ``Unlocking Our Future: Toward a New National 
Science Policy.'' Furthermore, I am pleased to have the support and 
able assistance of the Senior Senator from Maine, Senator Olympia J. 
Snowe in joining me to introduce this bill.
  Mr. President, I strongly encourage my colleagues to join me in 
support of this effort to reform and improve math, science, engineering 
and technology education in American schools. I ask unanimous consent 
that the text of the bills be printed in the Record.
  There being no objection, the bills were ordered to be printed in the 
Record, as follows:

                                S. 2622

       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 ``National Science Education 
     Incentive Act of 2000''.

     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. REFUNDABLE CREDIT FOR PORTION OF TUITION PAID FOR 
                   UNDERGRADUATE EDUCATION OF CERTAIN TEACHERS.

       (a) In General.--Subpart C of part IV of subchapter A of 
     chapter 1 of the Internal Revenue Code of 1986 (relating to 
     refundable credits) is amended by redesignating section 35 as 
     section 36 and by inserting after section 34 the following 
     new section:

     ``SEC. 35. TUITION FOR UNDERGRADUATE EDUCATION OF CERTAIN 
                   TEACHERS.

       ``(a) In General.--In the case of an individual who is an 
     eligible teacher for the taxable year, there shall be allowed 
     as a credit against the tax imposed by this subtitle an 
     amount equal to 10 percent of qualified undergraduate tuition 
     paid by such individual.
       ``(b) Limitations.--
       ``(1) Dollar amount.--The credit allowed by this section 
     for any taxable year shall not exceed $1,000.
       ``(2) Credit allowed only for 10 years.--No credit shall be 
     allowed under this section for any taxable year after the 
     10th taxable year for which credit is allowed under this 
     section.
       ``(c) Eligible Teacher.--For purposes of this section--
       ``(1) In general.--The term `eligible teacher' means, with 
     respect to a taxable year, any individual--
       ``(A) who is a full-time teacher, including a full-time 
     substitute teacher, in any of grades kindergarten through 
     12th grade for the academic year ending in such taxable year,
       ``(B)(i) who teaches primarily math, science, engineering, 
     or technology courses in 1 or more of grades 9 through 12 
     during such academic year, or
       ``(ii) who teaches math, science, engineering, or 
     technology courses in 1 or more of grades kindergarten 
     through 8 during such academic year.
       ``(C) who completed a 5-year teaching training program 
     which meets the requirements of paragraph (3), and
       ``(D) who received a baccalaureate or similar degree with a 
     major in mathematics, science, engineering, or technology 
     from a qualified educational institution.
       ``(2) Special rule for administrative personnel.--School 
     administrative functions shall be treated as teaching courses 
     referred to in paragraph (1)(B) if such functions primarily 
     relate to such courses or are for a school which focuses 
     primarily on such courses.
       ``(3) 5-year teacher training program.--For purposes of 
     paragraph (1)(C)--
       ``(A) Elementary school teachers.--In the case of an 
     elementary school teacher, a teacher training program meets 
     the requirements of this paragraph if--
       ``(i) the program requires, in addition to education 
     courses, that the student complete courses in physics, 
     chemistry, and biology, and
       ``(ii) the program recommends completion of an earth 
     science.
       ``(B) Middle and high school teachers.--In the case of a 
     middle or high school teacher, a teacher training program 
     meets the requirements of this paragraph if the program 
     requires, in addition to education courses, that the student 
     also major in a science referred to in subparagraph (A) and 
     that the student also complete introductory courses in 2 
     other sciences referred to in subparagraph (A).
       ``(4) Qualified educational institution.--The term 
     `qualified educational institution' means any eligible 
     educational institution (as defined in section 25A(f)(2)) 
     if--
       ``(A) more than 80 percent of such institution's graduates 
     who apply for certification by any State as a teacher are so 
     certified, and

[[Page S4384]]

       ``(B) such institution's school of education (or equivalent 
     unit) has an advisory committee--
       ``(i) which includes (on a rotating basis or otherwise) 
     practicing mathematicians and scientists and representatives 
     from several of the appropriate science, mathematics, 
     engineering, and technology departments of such institution, 
     and
       ``(ii) which publishes annually a report detailing 
     curricula reforms for such school (or unit) designed to align 
     teacher training curricula with State requirements and 
     expectations.
       ``(d) Qualified Undergraduate Tuition.--For purposes of 
     this section, the term `qualified undergraduate tuition' 
     means qualified higher education expenses (as defined in 
     section 529(e)(3)) for a qualified educational institution, 
     reduced as provided in section 25A(g)(2) and by any credit 
     allowed by section 25A with respect to such expenses.
       ``(e) Regulations.--The Secretary shall prescribe such 
     regulations as may be appropriate to carry out the purposes 
     of this section.''.
       (b) Conforming Amendments.--
       (1) Paragraph (2) of section 1324(b) of title 31, United 
     States Code, is amended by inserting before the period ``, or 
     from section 35 of such Code''.
       (2) The table of sections for subpart C of part IV of 
     subchapter A of chapter 1 of such Code is amended by striking 
     the last item and inserting the following new items:

``Sec. 35. Tuition for undergraduate education of certain teachers.
``Sec. 36. Overpayments of tax.''.

       (c) Effective Date.--The amendments made by this section 
     shall apply to taxable years beginning after the date of the 
     enactment of this Act; except that only periods of being an 
     eligible teacher (as defined in section 35(c) of the Internal 
     Revenue Code of 1986, as added by this section) after such 
     date shall be taken into account under section 35(b)(2) of 
     such Code, as so added.

     SEC. 4. CREDITS FOR CERTAIN CONTRIBUTIONS BENEFITING SCIENCE, 
                   MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
                   EDUCATION AT THE ELEMENTARY AND SECONDARY 
                   SCHOOL LEVEL.

       (a) In General.--Subpart D of part IV of subchapter A of 
     chapter 1 of the Internal Revenue Code of 1986 (relating to 
     business related credits) is amended by adding at the end the 
     following new section:

     ``SEC. 45D. CONTRIBUTIONS BENEFITING SCIENCE, MATHEMATICS, 
                   ENGINEERING, AND TECHNOLOGY EDUCATION AT THE 
                   ELEMENTARY AND SECONDARY SCHOOL LEVEL.

       ``(a) In General.--For purposes of section 38, the 
     elementary and secondary science, mathematics, engineering, 
     and technology (SMET) contributions credit determined under 
     this section for the taxable year is an amount equal to 100 
     percent of the qualified SMET contributions of the taxpayer 
     for such taxable year.
       ``(b) Qualified SMET Contributions.--For purposes of this 
     section, the term `qualified SMET contributions' means--
       ``(1) SMET school contributions,
       ``(2) SMET teacher externship expenses, and
       ``(3) SMET teacher training expenses.
       ``(c) SMET School Contributions.--For purposes of this 
     section--
       ``(1) In general.--The term `SMET school contributions' 
     means--
       ``(A) SMET property contributions, and
       ``(B) SMET service contributions.
       ``(2) SMET property contributions.--The term `SMET property 
     contributions' means the amount which would (but for 
     subsection (f)) be allowed as a deduction under section 170 
     for a charitable contribution of SMET inventory property if--
       ``(A) the donee is an elementary or secondary school 
     described in section 170(b)(1)(A)(ii),
       ``(B) substantially all of the use of the property by the 
     donee is within the United States for educational purposes in 
     any of the grades K-12 that are related to the purpose or 
     function of the donee,
       ``(C) the original use of the property begins with the 
     donee,
       ``(D) the property will fit productively into the donee's 
     education plan,
       ``(E) the property is not transferred by the donee in 
     exchange for money, other property, or services, except for 
     shipping, installation and transfer costs, and
       ``(F) the donee's use and disposition of the property will 
     be in accordance with the provisions of subparagraphs (B) and 
     (E).

     The determination of the amount of deduction under section 
     170 for purposes of this paragraph shall be made as if the 
     limitation under section 170(e)(3)(B) applied to all SMET 
     inventory property.
       ``(3) SMET service contributions.--The term `SMET service 
     contributions' means the amount paid or incurred during the 
     taxable year for SMET services provided in the United States 
     for the exclusive benefit of students at an elementary or 
     secondary school described in section 170(b)(1)(A)(ii) but 
     only if--
       ``(A) the taxpayer is engaged in the trade or business of 
     providing such services on a commercial basis, and
       ``(B) no charge is imposed for providing such services.
       ``(4) SMET inventory property.--The term `SMET inventory 
     property' means, with respect to any contribution to a 
     school, any property--
       ``(A) which is described in paragraph (1) or (2) of section 
     1221(a) with respect to the donor, and
       ``(B) which is determined by the school to be needed by the 
     school in providing education in grades K-12 in the areas of 
     science, mathematics, engineering, or technology.
       ``(5) SMET services.--The term `SMET services' means, with 
     respect to any contribution to a school, any service 
     determined by the school to be needed by the school in 
     providing education in grades K-12 in the areas of science, 
     mathematics, engineering, or technology, including teaching 
     courses of instruction at such school in any such area.
       ``(d) SMET Teacher Externship Expenses.--For purposes of 
     this section--
       ``(1) In general.--The term `SMET teacher externship 
     expenses' means any amount paid or incurred to carry out a 
     SMET externship program of the taxpayer but only to the 
     extent that such amount is attributable to the participation 
     in such program of any eligible SMET teacher, including 
     amounts paid to such a teacher as a stipend while 
     participating in such program.
       ``(2) SMET externship program.--The term `SMET externship 
     program' means any program--
       ``(A) established by a taxpayer engaged in a trade or 
     business within an area of science, mathematics, engineering, 
     or technology, and
       ``(B) under which eligible SMET teachers receive training 
     to enhance their teaching skills in the areas of science, 
     mathematics, engineering, or technology or otherwise improve 
     their knowledge in such areas.
       ``(3) Eligible smet teacher.--The term `eligible SMET 
     teacher' means any individual--
       ``(A) who is a teacher in grades K-12 at an educational 
     organization described in section 170(b)(1)(A)(ii) which is 
     located in the United States or which is located on a United 
     States military base outside the United States, and
       ``(B) whose teaching responsibilities at such school 
     include, or are likely to include, any course in the areas of 
     science, mathematics, engineering, or technology.
       ``(e) SMET Teacher Training Expenses.--The term `SMET 
     teacher training expenses' means any amount paid or incurred 
     by a taxpayer engaged in a trade or business within an area 
     of science, mathematics, engineering, or technology which is 
     attributable to the participation of any eligible SMET 
     teacher in a regular training program provided to employees 
     of the taxpayer which is determined by such teacher's school 
     as enhancing such teacher's teaching skills in the areas of 
     science, mathematics, engineering, or technology.
       ``(f) Denial of Double Benefit.--No deduction shall be 
     allowed under this chapter for any amount allowed as a credit 
     under this section.''.
       (b) Conforming Amendments.--
       (1) Section 38(b) of such Code is amended--
       (A) by striking ``plus'' at the end of paragraph (11),
       (B) by striking the period at the end of paragraph (12), 
     and inserting ``, plus'', and
       (C) by adding at the end the following new paragraph:
       ``(13) the elementary and secondary science, mathematics, 
     engineering, and technology (SMET) contributions credit 
     determined under section 45D.''.
       (2) Subsection (d) of section 39 of such Code (relating to 
     carryback and carryforward of unused credits) is amended by 
     adding at the end the following new paragraph:
       ``(9) No carryback of section 45d credit before enactment 
     of credit.--No portion of the unused business credit for any 
     taxable year which is attributable to the credit determined 
     under section 45D may be carried back to a taxable year 
     beginning before the date of the enactment of this 
     paragraph.''.
       (3) The table of sections for subpart D of part IV of 
     subchapter A of chapter 1 of such Code is amended by adding 
     at the end the following new item:

``Sec. 45D. Contributions benefiting science, mathematics, engineering, 
              and technology education at the elementary and secondary 
              school level.''.

       (c) Effective Date.--The amendments made by this section 
     shall apply to taxable years beginning after the date of the 
     enactment of this Act.

     SEC. 5. 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.
                                  ____


                                S. 2623

       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.

[[Page S4385]]

 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 education 
     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

[[Page S4386]]

     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) In general.--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.
       ``(B) Priority.--In making awards under subparagraph (A), a 
     grant recipient shall give priority to applicants whose 
     application includes an assurance that the applicant will use 
     a curriculum recognized by the working group established 
     under section 17 of the National Science Foundation Act of 
     1950, particularly if the local educational agency (or 
     agencies) described in subparagraph (A), or the State 
     educational agency (if such agency is separate from the grant 
     recipient), has adopted such curriculum.
       ``(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--
       ``(i) that is recognized by the working group established 
     under section 17 of the National Science Foundation Act of 
     1950, particularly if the local educational agency (or 
     agencies) described in paragraph (2)(A), or the State 
     educational agency (if such agency is separate from the grant 
     recipient), has adopted such curriculum; or
       ``(ii) 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--

[[Page S4387]]

       (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 
     the accomplishing such objectives.
                                  ____


                                S. 2624

       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 ``National Science Education 
     Act''.

     SEC. 2. FINDINGS.

       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.

     SEC. 4. MASTER TEACHER GRANT PROGRAM.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is amended--
       (1) by redesignating section 16 as section 18; and
       (2) by inserting after section 15 the following new 
     section:

     ``Sec. 16. Grants and awards

       ``(a)(1) The Director of the National Science Foundation 
     shall conduct a grant program to make grants to a State or 
     local educational agency or to a private elementary or middle 
     school for the purpose of hiring a master teacher described 
     in paragraph (3).
       ``(2) In order to be eligible to receive a grant under this 
     subsection, a State or local educational agency or private 
     elementary or middle school shall submit to the Director a 
     description of the requirements for a master teacher of the 
     State or local educational agency or school, including 
     certification requirements and job responsibilities of the 
     master teacher, and a description of how professional 
     development will be integrated with the math or science 
     program of the State educational agency or local educational 
     agency or school including a master teacher.
       ``(3) A master teacher referred to in paragraph (1)--
       ``(A) shall provide support for not more than 10 teachers 
     at public and private schools in math, science, engineering 
     or technology programs for students in grades kindergarten 
     through the eighth grade; and
       ``(B) shall be responsible for in-classroom assistance and 
     oversight of hands-on inquiry materials, equipment, and 
     supplies, including supplying and repairing such materials.
       ``(4) Grants shall be made under this section out of funds 
     available for the National Science Foundation for Education 
     and Human Resources Activities.
       ``(b) In this section, the terms `State educational agency' 
     and `local educational agency' have the meaning given those 
     terms in section 14101 of the Elementary and Secondary 
     Education Act of 1965.''.

     SEC. 5. HIGH-QUALITY EDUCATIONAL SOFTWARE FOR ALL SCHOOLS.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is further amended in section 16 (as added by 
     section 4) by adding at the end the following new subsection:
       ``(c)(1) The Director is authorized to award grants, on a 
     competitive basis, to secondary school and college students 
     working with university faculty, software developers, and 
     experts in educational technology, or to university faculty, 
     software developers, and experts in educational technology 
     working with secondary school or college students, for the 
     development of high-quality educational software and Internet 
     web sites by such students, faculty, developers, and experts.
       ``(2)(A) The Director shall recognize outstanding 
     educational software and Internet web sites developed with 
     assistance provided under this subsection.
       ``(B) The President is requested to, and the Director 
     shall, issue an official certificate signed by the President 
     and Director, to each student and faculty member who develops 
     outstanding educational software or Internet web sites 
     recognized under this subsection.
       ``(3) The educational software or Internet web sites that 
     are recognized under this subsection shall focus on core 
     curriculum areas.
       ``(4) The Director shall give priority to awarding grants 
     for the development of educational software or Internet web 
     sites in the areas of mathematics, science, engineering, and 
     technology.
       ``(5) The Director shall designate official judges to 
     recognize outstanding educational software or Internet web 
     sites assisted under this section.''.

     SEC. 6. ESTABLISHMENT OF WORKING GROUP ON SCIENCE, 
                   MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
                   EDUCATION.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is further amended by inserting after section 16 (as 
     added by section 4) the following new section:

     ``Sec. 17. Establishment of working group on science, 
       mathematics, engineering, and technology education

       ``(a) There is established in the National Science 
     Foundation a working group to review and coordinate regular 
     and supplemental curricula in kindergarten through the 
     twelfth grade for science, mathematics, engineering, and 
     technology, taking into account--
       ``(1) the content, scope, and sequence of such curricula;

[[Page S4388]]

       ``(2) the research basis for such curricula; and
       ``(3) the demonstrated results of such curricula.
       ``(b) There shall be 15 members of the working group 
     established by subsection (a), who shall have experience in 
     the fields of life science, physical science, earth science, 
     chemistry, technology, math, or engineering, and who shall be 
     appointed by the Director for a three-year term that may be 
     extended once for an additional three years. The members 
     shall be appointed as follows:
       ``(1) 4 members appointed from among representatives from 
     appropriate professional societies representing the 
     scientific disciplines.
       ``(2) 3 members appointed from among business leaders who 
     are active in education.
       ``(3) 2 members appointed from among representatives of 
     institutions of higher education.
       ``(4) 2 members appointed from among representatives of 
     schools of education within such institutions.
       ``(5) 4 members appointed from among representatives of 
     professional societies that represent science teaching.
       ``(c)(1) The working group established by subsection (a)--
       ``(A) shall, beginning not later than three years after the 
     date of the enactment of this Act, award recognition annually 
     in predetermined categories;
       ``(B) shall publish all criteria upon which a review by the 
     working group under this section is based; and
       ``(C) shall disseminate information on award-winning 
     programs for the purpose of acting as a resource for State 
     and local educational agencies--
       ``(i) for determining the best methods for teachers to 
     present science, mathematics, engineering, and technology 
     subject areas to students; and
       ``(ii) for organizing science, mathematics, engineering, 
     and technology disciplines.
       ``(2) The information required to be disseminated by 
     paragraph (1)(C) shall include information describing the 
     activities of the award-winning programs and the awards made 
     in each category.''.

     SEC. 7. DEMONSTRATION PROGRAM AUTHORIZED.

       (a) General Authority.--
       (1) In general.--
       (A) Grant program.--The Director shall, subject to 
     appropriations, carry out a demonstration project under which 
     the Director awards grants in accordance with this section to 
     eligible local educational agencies.
       (B) Uses of funds.--A local educational agency that 
     receives a grant under this section may use such grant funds 
     to develop an information technology program that builds or 
     expands mathematics, science, and information technology 
     curricula, to purchase equipment necessary to establish such 
     program, and to provide professional development in such 
     fields.
       (2) Program requirements.--The program described in 
     paragraph (1) shall--
       (A) provide professional development specifically in 
     information technology, mathematics, and science; and
       (B) provide students with specialized training in 
     mathematics, science, and information technology.
       (b) Eligible Local Educational Agency.--For purposes of 
     this section, a local educational agency is eligible to 
     receive a grant under this section if the agency--
       (1) provides assurances that it has executed conditional 
     agreements with representatives of the private sector to 
     provide services and funds described in subsection (c); and
       (2) agrees to enter into an agreement with the Director to 
     comply with the requirements of this section.
       (c) Private Sector Participation.--The conditional 
     agreement referred to in subsection (b)(1) shall describe 
     participation by the private sector, including--
       (1) the donation of computer hardware and software;
       (2) the establishment of internship and mentoring 
     opportunities for students who participate in the information 
     technology program; and
       (3) the donation of higher education scholarship funds for 
     eligible students who have participated in the information 
     technology program.
       (d) Application.--
       (1) In general.--Each eligible local educational agency 
     desiring a grant under this section shall submit an 
     application to the Director in accordance with guidelines 
     established by the Director pursuant to paragraph (2).
       (2) Guidelines.--
       (A) Requirements.--The guidelines referred to in paragraph 
     (1) shall require, at a minimum, that the application 
     include--
       (i) a description of proposed activities consistent with 
     the uses of funds and program requirements under subsection 
     (a)(1)(B) and (a)(2);
       (ii) a description of the higher education scholarship 
     program, including criteria for selection, duration of 
     scholarship, number of scholarships to be awarded each year, 
     and funding levels for scholarships; and
       (iii) evidence of private sector participation and 
     financial support to establish an internship, mentoring, and 
     scholarship program.
       (B) Guideline publication.--The Director shall issue and 
     publish such guidelines not later than 6 months after the 
     date of the enactment of this Act.
       (3) Selection.--The Director shall select a local 
     educational agency to receive an award under this section in 
     accordance with subsection (e) and on the basis of merit to 
     be determined after conducting a comprehensive review.
       (e) Priority.--The Director shall give special priority in 
     awarding grants under this section to eligible local 
     educational agencies that--
       (1) demonstrate the greatest ability to obtain commitments 
     from representatives of the private sector to provide 
     services and funds described under subsection (c);
       (2) demonstrate the greatest economic need; and
       (3) use a curriculum recognized by the working group 
     established by section 17 of the National Science Foundation 
     Act of 1950 (as added by section 6).
       (f) Assessment.--The Director shall assess the 
     effectiveness of activities carried out under this section.
       (g) Study and Report.--The Director--
       (1) shall initiate an evaluative study of eligible students 
     selected for scholarships pursuant to this section in order 
     to measure the effectiveness of the demonstration program; 
     and
       (2) shall report the findings of the study to Congress not 
     later than 4 years after the award of the first scholarship. 
     Such report shall include the number of students graduating 
     from an institution of higher education with a major in 
     mathematics, science, or information technology and the 
     number of students who find employment in such fields.
       (h) Definitions.--Except as otherwise provided, for 
     purposes of this section--
       (1) the term ``Director'' means the Director of the 
     National Science Foundation;
       (2) the term ``eligible student'' means a student enrolled 
     in the 12th grade who--
       (A) has participated in an information technology program 
     established pursuant to this section;
       (B) has demonstrated a commitment to pursue a career in 
     information technology, mathematics, science, or engineering; 
     and
       (C) has attained high academic standing and maintains a 
     grade point average of not less than 3.0 on a 4.0 scale for 
     the last 2 years of secondary school (11th and 12th grades); 
     and
       (3) the term ``local educational agency'' has the same 
     meaning given such term in section 14101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 8801).
       (i) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section, $3,000,000.
       (j) Maximum Grant Award.--An award made to an eligible 
     local educational agency under this section may not exceed 
     $300,000.

     SEC. 8. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF 
                   STUDY FOR CAREERS IN SCIENCE, MATHEMATICS, 
                   ENGINEERING, AND TECHNOLOGY EDUCATION.

       The Director of the National Science Foundation shall, 
     jointly with the Secretary of Education, compile and 
     disseminate information (including, but not limited to, 
     through outreach, school counselor education, and visiting 
     speakers) regarding--
       (1) standard prerequisites for middle school and high 
     school students who seek to enter a course of study at an 
     institution of higher education in science, mathematics, 
     engineering, or technology education for purposes of teaching 
     in an elementary or secondary school; and
       (2) the licensing requirements in each State for science, 
     mathematics, engineering, or technology elementary or 
     secondary school teachers.

     SEC. 9. REQUIREMENT TO CONDUCT STUDY EVALUATION.

       (a) Study Required.--The Director of the National Science 
     Foundation shall enter into an agreement with the National 
     Academy of Sciences under which the Academy shall compile and 
     evaluate studies on the effectiveness of technology in the 
     classroom on learning and student performance, as measured by 
     State standardized tests. The study evaluation shall include, 
     to the extent available, information on the type of 
     technology used in each classroom, the reason that such 
     technology works, and the teacher training that is conducted 
     in conjunction with the technology.
       (b) Deadline for Completion.--The study evaluation required 
     by subsection (a) shall be completed not later than 180 days 
     after the date of the enactment of this Act.
       (c) Definition of Technology.--In this section, the term 
     ``technology'' has the meaning given that term in section 
     3113(11) of the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 6813(11)).
       (d) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation 
     $600,000 for the purpose of conducting the study evaluation 
     required by subsection (a).

     SEC. 10. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is further amended in section 16 (as added by 
     section 4) by adding at the end the following new subsection:
       ``(d) The Director shall establish a grant program under 
     which grants may be made for instruction of teachers for 
     grades kindergarten through the twelfth grade on the use of 
     technology in the classroom.''.

[[Page S4389]]

     SEC. 11. MIDDLE SCHOOL COMPUTER LITERACY ASSISTANCE.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is further amended in section 16 (as added by 
     section 4) by adding at the end the following new subsection:
       ``(e)(1) The Director is authorized to award grants to 
     assist States in reaching the goal of making all middle 
     school graduates in the State technology literate.
       ``(2) Grants awarded under this subsection shall be used 
     for teacher training in technology, with an emphasis on 
     programs that prepare 1 or more teachers in each middle 
     school in the State to become technology leaders who then 
     serve as experts and train other teachers.
       ``(3) Each State shall encourage schools that receive 
     assistance under this subsection to provide matching funds, 
     with respect to the cost of teacher training in technology to 
     be assisted under this subsection, in order to enhance the 
     impact of the teacher training and to help ensure that all 
     middle school graduates in the State are computer 
     literate.''.

     SEC. 12. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
                   EDUCATION CONFERENCE.

       (a) In General.--Within 180 days after the date of the 
     enactment of this Act, the Director of the National Science 
     Foundation shall convene a conference of representatives from 
     Federal, State, and local governments, private industries, 
     professional organizations, educators, science, mathematics, 
     engineering, and technology educational resource providers, 
     students, and any other stakeholders the Director decides 
     would provide useful participation in the conference. Such 
     conference shall be known as the National Science Education 
     Forum.
       (b) Purposes.--The purposes of the conference convened 
     under subsection (a) shall be to--
       (1) identify existing science, mathematics, engineering, 
     and technology education programs and resource providers;
       (2) examine how well existing programs are coordinated and 
     how much collaboration exists among them;
       (3) examine the common goals and differences among the 
     participants at the conference; and
       (4) develop strategies that will support partnerships and 
     leverage resources.
       (c) Report and Publication.--At the conclusion of the 
     conference the Director of the National Science Foundation 
     shall--
       (1) transmit to the Committee on Science of the House of 
     Representatives and to the Committee on Commerce, Science, 
     and Transportation of the Senate a report on the outcome and 
     conclusions of the conference; and
       (2) ensure that a similar report is published and 
     distributed as widely as possible to stakeholders in science, 
     mathematics, engineering, and technology education.

     SEC. 13. GRANTS FOR DISTANCE LEARNING.

       The National Science Foundation Act of 1950 (42 U.S.C. 1861 
     et seq.) is further amended in section 16 (as added by 
     section 4) by adding at the end the following new subsection:
       ``(f) The Director may make grants to a State or local 
     educational agency or to a private elementary, middle, or 
     secondary school, under any grant program administered by the 
     Director using funds appropriated for the National Science 
     Foundation for Education and Human Resources Activities, for 
     activities in which distance learning is integrated into the 
     education process in grades kindergarten through the twelfth 
     grade.''.

     SEC. 14. AVAILABILITY OF CURRICULAR PROGRAMS THROUGH THE 
                   INTERNET.

       The Director of the National Science Foundation shall make 
     available through the Internet at no cost a complete field-
     test version (including text and graphics) of any curricular 
     program, the development for which the National Science 
     Foundation provided funds.

     SEC. 15. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH 
                   ACTIVITIES.

       (a) In General.--The President, acting through the National 
     Science Foundation, shall provide scholarships to teachers at 
     public and private schools in grades kindergarten through the 
     twelfth grade in order that such teachers may participate in 
     research programs conducted at private entities or Federal or 
     State Government agencies. The purpose of such scholarships 
     shall be to provide teachers with an opportunity to expand 
     their knowledge of science and research techniques and 
     encourage incorporation of such techniques into the 
     classroom.
       (b) Requirements.--In order to be eligible to receive a 
     scholarship under this section, a teacher described in 
     subsection (a) shall be required to develop, in conjunction 
     with the private entity or Government agency at which the 
     teacher will be participating in a research program, a 
     proposal to be submitted to the President describing the 
     types of research activities involved, and how techniques 
     with respect to such research may be incorporated into the 
     educational process.
       (c) Period of Program.--Participation in a research program 
     in accordance with this section may be for a period of one 
     academic year or 2 sequential summers.
       (d) Internet Site.--The Director of the National Science 
     Foundation shall establish an Internet web site which may be 
     used by students and teachers participating in the program 
     under this section to incorporate research knowledge and 
     techniques into the educational process.
                                 ______
                                 
      By Ms. COLLINS (for herself, Mr. Dodd, Mr. Hutchinson, Mr. 
        Wellstone, Mr. Torricelli, Mr. Murkowski, Mr. Dorgan, Mr. 
        Lieberman, and Mr. Moynihan):
  S. 2625. A bill to amend the Public Health Service Act to revise the 
performance standards and certification process for organ procurement 
organizations; to the Committee on Health, Education, Labor, and 
Pensions.


      THE ORGAN PROCUREMENT ORGANIZATION CERTIFICATION ACT OF 2000

  Ms. COLLINS. Mr. President, I rise today on behalf of myself, Senator 
Dodd, Senator Hutchinson, Senator Wellstone, Senator Murkowski, Senator 
Torricelli, Senator Dorgan, Senator Lieberman and Senator Moynihan, to 
introduce the Organ Procurement Organization Certification Act of 2000 
to improve the performance evaluation and certification process that 
the Health Care Financing Administration currently uses for organ 
procurement organizations.
  Our nation's 60 organ procurement organizations (OPOs) play a 
critical role in procuring and placing organs and are therefore key to 
our efforts to increase the number and quality of organs available for 
transplant. They provide all of the services necessary in a particular 
geographic region for coordinating the identification of potential 
donors, requests for donation and recovery and transport of organs. The 
professionals in the OPOs evaluate potential donors, discuss donation 
with family members, and arrange for the surgical removal of donated 
organs. They are also responsible for preserving the organs and making 
arrangements for their distribution according to national organ sharing 
policies. Finally, the OPOs provide information and education to 
medical professionals and the general public to encourage organ and 
tissue donation to increase the availability of organs for 
transplantation.
  According to the Institute of Medicine's (IOM's) 1999 report on organ 
procurement and transplantation, a major impediment to greater 
accountability and improved performance on the part of OPOs is the 
current lack of a reliable and valid method for assessing donor 
potential and OPO performance.
  The current certification process for OPOs sets an arbitrary, 
population-based performance standard for certifying OPOs based on 
donors per million of population in their service areas. It sets a 
standard for acceptable performance based on five criteria: donors 
recovered per million, kidneys recovered per million, kidneys 
transplanted per million, extrarenal organs (heart, liver, pancreas and 
lungs) recovered per million, and extrarenal organs transplanted per 
million. The HCFA assesses the OPOs' adherence to these standards every 
two years. Each OPO must meet at least 75 percent of the national mean 
for four of these five categories to be recertified as the OPO for a 
particular area and to receive Medicare and Medicaid payments. Without 
HCFA certification, an OPO cannot continue to operate.
  The GAO, the IOM, the Harvard School of Public Health and others all 
have criticized HCFA's use of this population-based standard to measure 
OPO performance. According to the GAO, ``HCFA's current performance 
standard does not accurately assess OPOs' ability to meet the goal of 
acquiring all usable organs because it is based on the total 
population, not the number of potential donors, within the OPO's 
service areas.''
  OPO service areas vary widely in the distribution of deaths by cause, 
underlying health conditions, age, and race. These variations can pose 
significant advantages or disadvantages to an OPO's ability to procure 
organs, and a major problem with HCFA's current performance assessment 
is that it does not account for these variations. An extremely 
effective OPO that is getting a high yield of organs from the potential 
donors in its service area may appear to be performing poorly because 
it has a disproportionate share of elderly people or a high rate of 
people infected with HIV or AIDS, which eliminates them for 
consideration as an organ donor. At the same time, an ineffective OPO 
may appear to be performing well because it is operating in a service 
area

[[Page S4390]]

with a high proportion of potential donors.
  For example, organ donors typically die from head trauma and 
accidental injuries, and these rates can vary dramatically from region 
to region. According to the Centers for Disease Control and Prevention 
(CDC), in 1991, the number of drivers fatally injured in traffic 
accidents in Maine was 15.54 per 100,000 population. In Mississippi, 
however, it was 30.56, giving the OPO serving that state a tremendous 
advantage over the New England Organ Bank, which serves Maine.
  Use of this population-based method to evaluate OPO performance may 
well result in the decertification of OPOs that are actually excellent 
performers. Moreover, unlike other HCFA certification programs, the 
certification process for OPOs lacks a clearly defined due process 
component for resolving conflicts--an OPO that has been decertified has 
no opportunity for appeal to the Secretary of HHS on either substantive 
or procedural grounds. The current system therefore forces OPOs to 
compete on the basis of an imperfect grading system, with no guarantee 
of an opportunity for fair hearing based on their actual performance. 
This situation pressures many OPOs to focus on the certification 
process itself rather than on activities and methods to increase 
donation, undermining what should be the overriding goal of the 
program. Moreover, the current two-year cycle--which is shorter than 
other certification programs administered by HCFA--provides little 
opportunity to examine trends and even less incentive for OPOs to mount 
long-term interventions.
  The legislation we are introducing today has four major objectives. 
First, it imposes a moratorium on the current recertification process 
for OPOs and on the use of population-based performance measurements. 
Under our bill, the certification of qualified OPOs will remain in 
place through January 1, 2002, for those OPOs that have been certified 
as of January 1, 2000, and that meet other qualification requirements 
apart from the current performance standards. Second, the bill requires 
the Secretary of Health and Human Services to promulgate new rules 
governing OPO recertification by January 1, 2002. These new rules are 
to rely on outcome and process performance measures based on evidence 
of organ donor potential and other relevant factors, and 
recertification for OPOs shall not be required until they are 
promulgated. Third, the bill provides an opportunity for an OPO to 
appeal a decertification to the Secretary on substantive and procedural 
grounds, and fourth the bill extends the current two-year certification 
cycle to four years.
  Mr. PRESIDENT, the bill we are introducing today makes much needed 
improvements in the flawed process that HCFA currently uses to certify 
and assess OPO performance, and I urge all of our colleagues to join us 
in supporting it.
                                 ______
                                 
      By Mr. JEFFORDS:
  S. 2626. A bill to amend the Internal Revenue Code of 1986 to improve 
access to tax-exempt debt for small non-profit health care and 
educational institutions; to the Committee on Finance.


 improving access to tax-exempt debt for small non-profit health care 
                     and educational institutions.

 Mr. JEFFORDS. Mr. President, today I am introducing 
legislation that will help small health and educational institutions 
more effectively finance the cost of essential services and new 
facility construction. By modifying the laws that restrict the 
deductibility of ``bank eligible'' bonds, the bill I am introducing 
today will increase access to tax-exempt financing for small non-profit 
organizations that need it most, like small local hospitals and small 
institutions of higher education.
  The Tax Reform Act of 1986 unintentionally discriminated against 
small educational, health care and other non-profit institutions that 
want to sell small amounts of tax-exempt debt to community banks. 
Before 1986, banks and financial institutions could deduct the interest 
incurred to carry a tax-exempt bond. This benefit enabled banks to 
purchase tax-exempt bonds at attractive rates. The 1986 tax act 
repealed bank deductibility, although an exception was retained for 
small issuers that issue bonds of $10 million or less each year.
  This exception was designed to preserve bank deductibility for small 
beneficiaries, but in practice is of assistance only to private 
placements issued by small local issuers. The small issuer exception 
has proven to be of little value in many States, like Vermont, where 
statewide health care and higher education bond issuing authorities 
typically issue many millions of dollars of debt each year. My bill 
will modify the small issuer exemption by granting the bond issuers the 
right to apply the small issuer exemption at the level of the ultimate 
beneficiary of the funding. Consequently, a small college or health 
care facility borrowing less than $10 million in tax-exempt debt in any 
one year could elect tax-exempt status for the debt, even if it is 
issued by a statewide issuing authority. This would make the debt more 
attractive to local banks, and could result in significant savings for 
the beneficiary institution over the life of the bond.
  My bill focuses the benefit of the small issuer exemption on smaller 
non-profits, without regard to whether the bond issuer is government 
entity issuing more than $10 in bonds per year. Small non-profits are 
important community institutions; they stand to benefit from greater 
access to tax-exempt debt. Wall Street and large banks may have little 
interest in small amounts of debt from small institutions, which can 
prove costly to administer. The bank across the street from a local 
college or health care clinic, however, may have greater confidence and 
insight in the institution. My bill would allow those banks to carry 
tax-exempt debt at attractive rates and maintain commitments to the 
people and institutions in their local communities.
  I urge my colleagues to support this bill.
                                 ______
                                 
      By Mr. BURNS:
  S. 2627. A bill to direct the Secretary of the Interior to provide 
funding for rehabilitation of the Going-to-the-Sun Road in Glacier 
National Park, to authorize funds for maintenance of utilities related 
to the Park, and for other purposes; to the Committee on Energy and 
Natural Resources.


         THE GLACIER NATIONAL PARK REHABILITATION DEMONSTRATION

 Mr. BURNS. Mr. President, I rise today to introduce a bill 
that will direct the Secretary of the Interior to provide funding for 
the rehabilitation of the Going-to-the-Sun Road in Glacier National 
Park, authorize funds to address the maintenance backlog facing the 
park's sewer and drinking water infrastructure, and allow the Secretary 
to enter into a demonstration project to rehabilitate the historic 
hotels in Glacier National Park using private funds.
  This legislation is a companion to a bill recently introduced by 
Representative Rick Hill in the House of Representatives. The bill 
would provide $20 million for much-needed water and sewer 
infrastructure upgrades, which could extend the park's yearly operating 
season to six months. Extending the season is extremely important to 
ensure that revenue will be generated to rehabilitate these historic 
structures in Glacier National Park.
  Additionally, the legislation will allow the Secretary of the 
Interior to enter into an extended concessionaire agreement so that the 
concessionaire will be eligible for tax incentives that will make the 
multi-million dollar investment in these historic lodges affordable. 
The National Park Service is supportive of this effort and would 
benefit from the added flexibility to exempt competitive concessions 
contracts from the current 20-year maximum contract length. Permitting 
this exemption would allow concessionaires to qualify for historic 
preservation tax credits and dedicate funds toward Many Glacier Hotel 
and the Lake McDonald Lodge.
  The marriage of public and private investment allowed by this pilot 
project is the only workable solution that we have found that will save 
the park's historic structures in a timely manner. With a multi-billion 
dollar backlog of maintenance projects in our National Parks, it is 
highly unlikely the rehabilitation projects could be funded using 
purely public funds. Glacier Park is a place that all Montanans hold 
dear, and its historic hotels are a significant part of its rich 
heritage. After years of use, these hotels are now

[[Page S4391]]

in dire need of rehabilitation, and unfortunately the funds just aren't 
available at the federal level. This pilot project offers us a unique 
opportunity to begin the work necessary to maintain Glacier Park's 
preeminent place in our national park system and preserve it for 
generations to come. The legislation still ensures a competitive 
concessionaire program, but will also ensure that America's citizens 
are able to enjoy these century old buildings for generations to come.
  Finally, the legislation authorizes funding to rehabilitate the 
Going-to-the-Sun Road. This highway is a true feat of engineering, and 
one of the most beautiful roadways in the world. It is the centerpiece 
of Glacier National Park, and must receive this added attention as soon 
as possible to avoid risking public safety and increasing the eventual 
cost of rehabilitating the road to acceptable standards.
  I look forward to swift consideration of this legislation and the 
support of my colleagues.
                                 ______
                                 
      By Mr. MACK:
  S. 2628. A bill to suspend temporarily the duty on R115777; to the 
Committee on Finance.


         LEGISLATION TO SUSPEND TEMPORARILY THE DUTY ON R115777

 Mr. MACK. Mr. President, I ask unanimous consent that the text 
of the bill be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 2628

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. R115777.

       (a) In General.--Subchapter II of chapter 99 of the 
     Harmonized Tariff Schedule of the United States is amended by 
     inserting in numerical sequence the following new heading:
       

``    9902.33.40    R115777, (R)-6-   Free              No change         No change         On or before 12/
                     [amino(4-                                                               31/2003          ''
                     chlorophenyl)(1-                                                                          .
                     methyl-1H-
                     imidazol-5-
                     yl)methyl]-4-(3-
                     chlorophenyl)-1-
                     methyl-2(1H)-
                     quinoline, in
                     bulk active
                     form as the
                     active drug to
                     treat
                     pancreatic
                     cancer (CAS No.
                     192185-72-
                     1)(provided for
                     in subheading
                     2933.40.26)....

       (b) Effective Date.--The amendment made by subsection (a) 
     applies to goods entered, or withdrawn from warehouse for 
     consumption, on or after the date that is 15 days after the 
     date of enactment of this Act.
                                 ______
                                 
      By Mr. HELMS:
  S. 2629. A bill to designate the facility of the United States Postal 
Service located at 114 Ridge Street in Lenoir, North Carolina, as the 
``James T. Broyhill Post Office Building''; to the Committee on 
Governmental Affairs.


                 james t. broyhill post office building

  Mr. HELMS. Mr. President, I will shortly offer legislation 
authorizing the naming of the Post Office 114 Ridge Street Lenoir, 
N.C., for The Honorable James T. Broyhill, one of North Carolina's more 
distinguished servants, philanthropists, and businessmen.
  Congressman Richard Burr and Congressman Cass Ballenger are offering 
companion House legislation, which is cosponsored by the entire North 
Carolina delegation in that body.
  He was born in Lenoir, NC on August 19, 1927 to the late J.E. and 
Satie (Hunt) Broyhill. He is a 1950 graduate of the University of North 
Carolina at Chapel Hill with a degree in Business Administration.
  After graduation he served as Vice-President of Broyhill Furniture 
Industries and as a member of the Lenoir Chamber of Commerce, which he 
served as President from 1955 to 1957. As many Senators are aware, 
Broyhill Furniture Industries has a worldwide reputation as one of the 
finest furniture manufacturers in the world.
  Mr. President, in 1962, Jim Broyhill was elected to the U.S. House of 
Representatives where he served 12 terms ending in June of 1986. During 
his service in the House he was the Ranking Member of the House Energy 
and Commerce Committee and was instrumental in guiding Republican 
legislative efforts through that committee.
  In May 1986 he won the Republican nomination for the U.S. Senate seat 
vacated by Senator John P. East. Following Senator East's tragic death 
in June of 1986, Jim Broyhill was appointed to the U.S. Senate by then 
Governor Jim Martin to serve the remainder of Senator East's term. His 
committee assignments include seats on the Senate Judiciary Committee 
and Senate Armed Services Committee.
  While he was unsuccessful in his 1986 election bid for the U.S. 
Senate, but this did not dampen his willing commitment to help others 
in North Carolina. In addition he was selected (by then Governor Jim 
Martin) to serve as Chairman of the North Carolina Economic Development 
Board. In 1989, he was appointed by Governor Martin to serve as North 
Carolina's Secretary of Commerce, which he held until 1991.
  He then retired to Winston-Salem. His wife is the former Louise 
Robbins and has three fine children; and they have three children: 
Marylin Beach, James Edgar Broyhill II, and Philip R. Broyhill.
  Mr. President, I ask unanimous consent that the enabling legislation 
(S. 2629) be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 2629

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. JAMES T. BROYHILL POST OFFICE BUILDING.

       (a) Designation.--The facility of the United States Postal 
     Service located at 114 Ridge Street in Lenoir, North 
     Carolina, shall be known and designated as the ``James T. 
     Broyhill Post Office Building''.
       (b) References.-- Any reference in a law, map, regulation, 
     document, paper, or other record of the United States to the 
     facility referred to in subsection (a) shall be deemed to be 
     a reference to the ``James T. Broyhill Post Office 
     Building''.

                          ____________________