[Congressional Record Volume 146, Number 66 (Wednesday, May 24, 2000)]
[Senate]
[Pages S4382-S4389]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      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.
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