[Congressional Record Volume 147, Number 57 (Tuesday, May 1, 2001)]
[Extensions of Remarks]
[Pages E689-E690]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




    THE MATHEMATICS AND SCIENCE PROFICIENCY PARTNERSHIP ACT OF 2001

                                 ______
                                 

                       HON. EDDIE BERNICE JOHNSON

                                of texas

                    in the house of representatives

                          Tuesday, May 1, 2001

  Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, today, I am 
introducing a bill to authorize the Director of the National Science 
Foundation (NSF) to establish a demonstration program under which the 
Director awards grants to qualified schools.
  The grants received by these schools will be used to develop a 
program that blillds or expands mathematics, science, and information 
technology curricula; purchase equipment necessary to establish such a 
program and provide teacher training in such fields. The act also 
allows the private sector to contribute goods and services, such as the 
donation of computer hardware and software; the establishment of 
internship and mentoring opportunities for students who participate in 
the mathematics, science, and information technology program; and the 
donation of scholarship funds for use at institutions of higher 
education by eligible students.
  The need for this legislative proposal to provide grants to qualified 
schools is beyond doubt, and the case supporting this bill can be 
simply stated:

[[Page E690]]

  Mathematics and science education is a vital link to connect today's 
students with the information age and to the workplace of the 21st 
century.
  Today's United States economy depends more than ever on the talents 
of skilled, high-tech workers and in order to sustain America's 
preeminence, we must take drastic steps to change the way we develop 
our workforce.
  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 nexus between scientific and technological advances and education 
has been noted by several entities. Yet, according to the National 
Commission on Mathematics and Science Teaching for the 21st Century, 
the performance of our country's students from both the Third 
International Mathematics and Science Study (TIMSS) and the National
  The National Education Association (NEA), an endorser of this bill, 
recognizes that quality math and science education is essential to 
prepare our students to compete in the 21st century. The NEA stated,

       By authorizing grants to Local Education Agencies for 
     expansion of math, science, and technology curricula, 
     purchase of technological equipment, and teacher training, 
     this legislation will help enhance math and science 
     education. The resources provided for teacher training will 
     help ensure the high quality professional development 
     critical to world class math and science teaching. In 
     addition, the bill's special focus on schools with the 
     greatest economic needs will help level the playing field for 
     disadvantaged students, who often lack access to 
     technological and other resources necessary to maximize math 
     and science learning.

  Texas Instruments, another endorser of this bill, believes that the 
need for additional emphasis in the fields of mathematics and science 
education is clear. Texas Instruments stated,

       In this age of rapidly advancing technology, math and 
     science education is a vital link that prepares students to 
     thrive in the new, information and technology driven economy. 
     More than ever, U.S. economic and technological leadership 
     depends on our ability to ensure that students graduate with 
     the skills and knowledge they need for 21st century jobs.

  We must acknowledge that the effectiveness of the United States in 
maintaining this economic growth will be largely determined by the 
intellectual capital of the United States.
  The education of America's students is critical to developing this 
resource. American students consistently demonstrate average and below 
average performance compared to their international peers in their 
skills in mathematics and science. According to the 1999 edition of the 
National Assessment of Educational Progress, also known as the Nation's 
Report Card, the trends in mathematics and science are characterized by 
declines in the 1970's, followed by increases during the 1980's and 
early 1990's. However, performance has remained unchanged since the 
early 1990's. Several findings of the Report Card deserve mention, 
including the following:
  In 1999, the average science score for 17-year-olds was lower than 
the average score in 1969 for the same age group.
  In 1999, the average science score for 13-year-olds was similar to 
the average score in 1970 for the same group.
  In 1999, White students had higher average mathematics scores than 
their Black and Hispanic peers. Although the gap between White and 
Black students narrowed since 1973, there is evidence that the gap may 
be widening since 1990.
  In 1999, males outperformed females in science at ages 13 and 17.
  A greater percent of 13-year-olds in 1999 than in 1986 reported that 
the content of their science class was general rather than focused on 
earth, physical, or life science.
  In an age now driven by the relentless necessity of scientific and 
technological advancement, the current preparation that students in the 
United States receive in mathematics and science is, in a word, 
unacceptable. Proficiency in mathematics and technology is necessary to 
prepare American students for participation in the 21st century and to 
guarantee that the United States economy remains vibrant and 
competitive. Now is the time to set the stage for advancement in 
mathematics and science proficiency. The United States must expect more 
from our educators and students.
  In order to achieve this, it is important that we show interest in 
economically disadvantaged students who have not been provided with 
opportunities that will improve their knowledge of mathematics and 
science. Many economically disadvantaged students in urban and rural 
America share a common need to receive a quality education, but often 
their schools lack the needed resources to prepare them for the 21st 
century global community. The schools and businesses serving these 
communities are strategically positioned to form a unique partnership 
with urban and rural students that will increase their mathematics and 
science proficiency for the benefit of the Nation. If our Nation 
continues failing to prepare citizens from all population groups for 
participation in the new, technology-driven economy, our Nation will 
risk losing its economic and intellectual preeminence. Finally, 
America's students must improve their performance in mathematics and 
science if they are to succeed in today's world and if the United 
States is to stay competitive in an integrated global economy. It is 
clear that we must provide American students with the competence and 
confidence to succeed.
  Mr. Speaker, The Mathematics and Science Proficiency Partnership Act 
of 2001 provides an unprecedented opportunity to redefine the federal 
role in K-12 education that establishes clear national priorities, 
provides incentives for change, disseminates best practices and targets 
assistance effectively. I urge my colleagues to support this bill.

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